ORIGINAL ARTICLE

The effect of blended training (programmed and lecture-based training) on learning health status assessment course among nursing students

Hossein Jafarizadeh, Alireza Rahmani, Hossein Habibzadeh, Sasan Amiri, Ali Sadeghi Moghaddam, Yaser Moradi

Hossein Jafarizadeh
MSc in nursing, Nursing and Midwifery School, Urmia University of Medical Sciences, Urmia, Iran

Alireza Rahmani
MSc in nursing, Nursing and Midwifery School, Urmia University of Medical Sciences, Urmia, Iran

Hossein Habibzadeh
PhD in nursing, Nursing and Midwifery School, Urmia University of Medical Sciences, Urmia, Iran

Sasan Amiri
MSc in nursing student, nursing and Midwifery school, Hamadan University of Medical Sciences. Hamadan. IRAN

Ali Sadeghi Moghaddam
MSc in nursing, School of Nursing and Midwifery, Dezful University of Medical Sciences, Dezful, Iran

Yaser Moradi
PhD Student in nursing, Nursing and Midwifery school, Hamadan University of Medical Sciences. Hamadan. IRAN. Email: Yasermoradi1045@yahoo.com
Online First: August 03, 2017 | Cite this Article
Jafarizadeh, H., Rahmani, A., Habibzadeh, H., Amiri, S., Moghaddam, A., Moradi, Y. 2017. The effect of blended training (programmed and lecture-based training) on learning health status assessment course among nursing students. Bali Medical Journal 6(3): 606-610. DOI:10.15562/bmj.v6i3.688


Background: Checking the health status is one of the main components of nursing care. Failing to use active and learner-based educational methods might cause failures in analysis skills and clinical examinations.

Objectives: This study was conducted in order to study the effect of blended training (programed and lecture-based training) on learning health status assessment course among nursing students.

Design/Settings/Participants/Methods: Over a semi-experimental research with two post-test groups, 60 freshmen nursing students in two educational centers were selected through convenient sampling method and randomly placed in intervention (30 people) and control (30 people) groups. As for the intervention group, the instructor held four two-hour of health status course every week in blended method (programed and lecture-based education). The same content with the same number of sessions was delivered by the same instructor just through lecturing method. The tool used to collect data was a researcher-made test composed of two sections of demographic information and 40 multiple-choice questions. SPSS 15 and statistical tests such as chi-square and independent t were used to analyze the data.

Findings: the average post-test scores of health status were obtained for both blended (11.50 ± 1.45) and lecture-based (10.55 ± 2.01) educational methods. Independent t test for groups indicated a statistically significant difference between the post-test results of the two groups (P = 0.04).

Conclusion: blending lecture-based educational method and individual education methods such as programed education can enhance the learning quality of students.

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