The Assessment Methods and Learning Approaches in Nursing Students of Kerman University of Medical Sciences in Iran

DOI: 10.4236/ce.2013.42023   PDF   HTML     4,573 Downloads   8,329 Views   Citations


The purpose of this paper is to gain insight into the relationship between the conventional methods of assessment in medical surgical courses and students’ approaches to learning. In this descriptive correlational study; the sample consisted of 198 undergraduate and postgraduate students studying nursing. Data were obtained using the revised two-factor study process questionnaire (R-SPQ-2F) and the Assessment preference inventory including personal characteristics and assessment methods. The results showed that mean grade for deep learning approaches were a bit higher than surface learning approaches. (Mean ± Standard error [SE] 34.27 ± 5.006 versus Mean ± Standard error [SE] 31.21 ± 5.52). The deep and surface approaches were proposed each with a motive and strategy subscale. In this regard; grades of 16.51 ± 2.73, 17.75 ± 3.28 and 14.6 ± 3.72, 16.61 ± 2.74 were obtained for deep motive and strategy and surface motive and strategy respectively. Regarding the relationship between learning approaches and clinical assessment methods; the results of ANOVA test showed significant differences only on surface learning strategy (p < 0.05) and between clinical, oral and practical group project assessments. In respect to the relationship between learning approaches and written assessment methods; there were also strong and significant correlations between True-False questions and a combination of tests groups in deep motive subscale and between project assessment and a combination of tests groups in surface strategy subscale (p < 0.05). Suggestions are offered for mixed and new assessment methods and techniques in medical education. In case of some new debates on evaluation, workshops and training courses are recommended.

Share and Cite:

Sabzevari, S. , Abbaszade, A. & Borhani, F. (2013). The Assessment Methods and Learning Approaches in Nursing Students of Kerman University of Medical Sciences in Iran. Creative Education, 4, 160-164. doi: 10.4236/ce.2013.42023.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Akinsanya, C., & Williams, M. (2004). Concept mapping for meaningful learning. Nurse Educations Today, 24, 41-46. doi:10.1016/S0260-6917(03)00120-5
[2] Biggs, J., Kember, D., & Leung, D. (2001). The revised two factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133-149. doi:10.1348/000709901158433
[3] Bourbonnais, F. F., Langford, S., & Giannantonio, L. (2008). Development of a clinical assessment tool for baccalaureate nursing students. Nurse Education in Practice, 8, 68-71. doi:10.1016/j.nepr.2007.06.005
[4] Diseth, A. (2007). Approaches to learning, course experience and examination grade among undergraduate psychology students; tests of mediator effects and construct validity. Studies in Higher Education, 32, 373-388. doi:10.1080/03075070701346949
[5] Duff, A., Boley, E., Dunleavy, K., & Fergusen, J. (2004). The relationship between personality approach to learning and academic performance. Personality and Individual Differences, 36, 1907-1920. doi:10.1016/j.paid.2003.08.020
[6] Haggis, T. (2003). Constructing images of ourselves? A critical investigation into approaches to learning research in higher education. British Educational Research Journal, 29, 89-104. doi:10.1080/0141192032000057401
[7] Harlenw (2007). Criteria for evaluating systems for student assessment. Student in Educational Assessment, 33, 15-28.
[8] Hessler, K., & Humphreys, J. (2008). Student evaluations: Advice for novice faculty. Faculty Forum, 47, 187-190.
[9] Houston, T. K., Clark, J. M., Levine, R. B., Ferenchick, G. S., Bowen, J. L., Branch, W. T. et al. (2004). Outcomes of a national faculty development program in teaching skills: prospective follow-up of 110 internal medicine faculty development teams. Journal of General Internal Medicine, 19, 1220-1227. doi:10.1111/j.1525-1497.2004.40130.x
[10] Khomeiran, R. T., Yekta, Z. P., Kiger, A. M., & Ahmadi, F. (2006). Professional competence: Factors described by nurses as influencing their development. International Nursing Review, 53, 66-72. doi:10.1111/j.1466-7657.2006.00432.x
[11] Leung, S. F., Mok, E., & Wong, D. (2008). The impact of assessment methods on the learning of nursing students. Nurse Education Today, 28, 711-719. doi:10.1016/j.nedt.2007.11.004
[12] Magnussen, L. (2001). The use of the cognitive behavior survey to assess nursing student learning. Journal of Nursing Education, 40, 43-46.
[13] Morrison, J. (2003). ABC of learning and teaching in medicine: Assessment. British Medical Journal, 15, 385-387. doi:10.1136/bmj.326.7385.385
[14] Narenji, F., Roozbahani, N., & Amiri Farahani, L. (2010). The effective education and assessment program on clinical learning of nursing and midwifery instructors and students opinion in Arak University. Arak Medical University Journal, 12, 103-110.
[15] Nejat, N., Koohestani, H., & Rezaie, K. (2011). The effect of concept mapping on learning approaches in nursing students. Teharn Medical University Journal of Nursing and Midwifery, 17, 22-31.
[16] Park, S. (1995). Implications of learning strategy research for designing computer assisted instruction. Journal of Research in Computing in Education, 27, 435-456.
[17] Parsa, A., & Saketi, P. (2006). Learning approaches, outcomes and students perception of implemented curriculum. Shiraz Humanities and Social Sciences Journal, 26, 1-23.
[18] Scouller, K. (1998). The influence of assessment method on students, learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35, 435-472. doi:10.1023/A:1003196224280
[19] Seif, A. A. (2008). Psychology of modern farm (6th ed.). Teharan: Doran.
[20] Seif, D., & Khayer, M. (2007). The relationship between motivation believes and learning approaches in some engineering and medical students in Shiraz Universities. Journal of Educational Sciences and Psychology, 3, 57-82.
[21] Shipman, D., Roa, M., Hooten, J., & Wang, Z. J. (2012). Using the analytic rubric as an assessment tool in nursing education: The positive and the Negative. Nurse Education Today, 32, 246-249. doi:10.1016/j.nedt.2011.04.007
[22] Shokri, A., Kadivar, P., Farzad, V., & Daneshvarpoor, Z. (2006). The thinking styles relationship and achievement. New Cognitive Sciences, 8, 44-52.
[23] Watkins, Ch., Carnell, E., & Lodge, C. (2007). Effective learning in Classrooms. London: SAGE Pub Co.

comments powered by Disqus

Copyright © 2020 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.