ناهید ماکولاتی

Revision of the traditional teaching methods as well as employment of modern and active learning method through educational systems is tangible. Application of such methods are quite common in different scientific areas. Therefore، performing modern educational approaches such as self-directed and long-life learning such as Guided Discovery Learning (GDL) is a step toward the student-centered strategy. This study was carried out to compare the effectiveness of two teaching methods including lecture and GDL on the learning and satisfaction of nursing students. This semi-experimental study was conducted on all nursing students (BSc. degree) at Shiraz school of nursing and midwifery (n=38). They selected «the principles and skills of nursing concepts course» for the first time. Based on demographic information، students were divided into two homogenous groups. Five 2-hour sessions of «the principles and skills of nursing concepts course» were organized with lecture method for the control group. Five 2-hour sessions of «the principles and skills of nursing concepts course» were organized with GDL method using a study guide for the case group. The satisfaction was assessed using a valid and reliable Likert scale questionnaire. Data was analyzed by t-test، paired t test، Chi-square and Man-Whitney statistical tests using SPSS 15. Although there was no significant difference between two groups learning scores، the mean score of the case group was significantly higher than control group in analysis، synthesis and evaluation cognitive levels (P<0. 001). The total satisfaction mean score and satisfaction in areas of “interest” and “encouragement to participation in learning” of the case group was significantly higher than control group (P<0. 001). The higher level of learning in higher cognitive level and the preference of the students to GDL compared to lecture indicates their attention to active more modern learning methods. Student-centered learning methods by reinforcing the sense of group participation among the students motivate them to further study and enhance learning in higher levels of cognition

Nurse's competency in CPR performance is a critical element in patient's survival from cardiac arrest. Although medical education has recently emphasized on this issue, most researches identified that the CPR knowledge and skill retention were highly poor. The purpose of this study is to investigate the effect of a short CPR re-educational course on the retention of CPR skill and knowledge among nursing students. In this quasi-experimental study, a total of 48 final year nursing students of the Fatemeh College of Nursing & Midwifery at Shiraz University were participated in primary CPR training course. Then, they randomly divided into groups. Six months after the initial education, a 2-hour re-education course in CPR was presented for the first group (group 1). And one year after initial education, both groups (re-educated and non-re-educated) were evaluated in their CPR performance based on performing CPR on mannequin and observational checklist that was made in accordance with the last revision of American Heart Association (AHA) standard CPR guideline. Data was statistically analyzed to compare two groups using t-test. The results indicated that there was no significant difference between two groups CPR performance before and immediately after the initial education. (t=-1.7, p= 0/09); but we found statistically significant differences between them a year after the initial education (t=8.5, p= 0.00). It means that students who were attended in the short term re-education course six months after initial CPR education gained significantly higher scores in 5 skills including adequate safe approach; call for help; head tilt/chin lift maneuver; effective chest compression depth (4-5 cm); and also visible chest rising. According to the results, the short and inexpensive courses of re-education that are efficient in CPR skill retention should take into consideration.