Student nurse attitudes towards different teaching/learning methods.

Abstract

Student nurse attitudes towards ten different teaching/learning methods were measured using the Osgood semantic differential scale. A variety of variables such as gender, age, and type of training being undertaken were considered. Analysis of variance showed that no difference in attitudes existed when including these variables, which suggested that the nurses could be considered as a single homogeneous group. Since the nurses could be considered as a single homogeneous group, it was then possible to compare the ten teaching methods for this single group. These teaching methods were found to fall into four distinct groups, with student centred activities generating more favourable attitudes from the student nurses than teacher centred activities. The least favoured teaching method being the lecture.