Volume 4, Issue 1 (spring-summer 2017)                   DSME 2017, 4(1): 16-26 | Back to browse issues page

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Sarikhani R, Moosavipour S, Feyz abadi N, Rahimi E, Zare M. The Effect of Instruction Based Generative Learning Design on Nursing Students’ Physiology Learning . DSME. 2017; 4 (1) :16-26
URL: http://dsme.hums.ac.ir/article-1-127-en.html
Abstract:   (4237 Views)

Introduction: Utilizing traditional educational methods does not meet today’s educational needs; Modern educational systems are enabled with new methods of teaching that enrich the teaching- learning process. The purpose of this study was to evaluate the effect of instruction based generative learning design model on nursing student's Physiology learning.

Methods: In this study, the pretest-posttest design with a control group was used. 30 nursing students from the statistical population of nursing students of Malayer were selected through convenience sampling and randomly assigned to two classes of 15 participants. The experimental group was instructional with generative learning model and the control group with a conventional method (book). The instrument used in this study was a learning test (pretest and posttest with 89% reliability and content validity approved by experts). The covariance (Ancova) test and SPSS software were used to analyze the collected data.

Results: Findings showed that the instructional based generative design model increases learning in the subject of Physiology.

Conclusion: The results showed that generative learning designed increases students’ learning the subject of Physiology; the designers and implementers involved in medical education training are recommended to use this model. 

Full-Text [PDF 388 kb]   (1792 Downloads)    
Type of Study: Orginal | Subject: Special
Received: 2016/11/7 | Accepted: 2017/01/2 | Published: 2017/07/12

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