A comparison of the effects of instructional methods on satisfaction, anxiety and learning of nursing students

Reports have suggested that teacher centered instructional methods would make the students inactive, limits their critical thinking skills, and decrease the students’ power of decision-making and self assertiveness. This study was conducted to compare the effects of teacher lecture, asking questions and answering and peer teaching, on satisfaction, anxiety and learning of nursing students. A quazi-experimental study was conducted on 40 nursing students. The content of medical surgical nursing II was divided into three parts. The first part was taught using traditional lecturers, the second part was taught using question and answer and the third part was taught using student s’ lectures. The students’ satisfaction anxiety and learning were then assessed and analyzed using T test and repeated measurement ANOVA in SPSS V.11.5. Totally, 21 students were females and 19 were males. The age of the sample was 23.57±2.06. Mean scores of students’ satisfaction was 3.35 in teachers’ lecture, 3.65 in question and answer and 5.10 in teaching by students (p<0.00). Teacher’s lecture induced the least anxiety while question and answer induced the most anxiety. Teaching by students produced a moderate anxiety. Mean score of student's learning were 12.47 in teacher’s lecture, 14.80 in question and answer and 15.10 in teaching by students. (p< 0.00). Active involvement of students in teaching-learning activities could improve their learning and achievement. Therefore involving the students in teaching learning activity is suggested.