TITLE:
Efficacy of Student-Centered Conceptual Teaching Approach (SCCTA) on the Learning Skills of Nursing Students
AUTHORS:
Rambe C. Ramel Jr., Khandy Lorraine G. Apsay
KEYWORDS:
Participants, Skills, Learning
JOURNAL NAME:
Open Journal of Nursing,
Vol.7 No.11,
November
27,
2017
ABSTRACT: Background: The BS-Nursing in the Philippines has an intensive
curriculum at par with international standards to cater the learning needs of
the students to make them globally competitive suitable for the demands of
health care jobs abroad. Objective: This study is intended to highlight
an innovative student-centered teaching strategy termed as Student-Centered
Conceptual Teaching Approach (SCCTA) believed to enhance the retention and
critical thinking skills of nursing students compared to traditional teaching
approach. Method: A Quantitative Methodology specifically
Comparison Group Pre-test/ Post-test design was employed and both
quantitative and qualitative data were gathered. These were analyzed using
mean, standard deviation, and t test. Third year BS-Nursing students served as
the participants of the study. Results: Findings show that the pretest
score profile of the participants in the control and experimental group
obtained a p value of less than 0.001 α = 0.05; thus, indicating that their learning skills are below average. Furthermore,
the posttest score profile of the participants in the control group obtained a
p value of less than 0.001 at α = 0.05
indicating that their skills are still below average. The post-test score
profile of the participants in the experimental, conversely, obtained p values of less than 0.001, and 0.11935,
respectively at α = 0.05,
suggesting that the participants made significant improvements in their
learning skills. Whereas, the mean gains of both groups obtained p values of
less than 0.001 at α = 0.05. This
means that the participants had considerable learning in the above mentioned
skills. However, there is a significant difference in the mean gains between
the two groups due to the fact that the p values in all aforementioned skills
are less than 0.001 at α = 0.05. Conclusion: The significantly different responses between the groups show clearly that
the participants of the experimental group learned better with the use SCCTA.