TITLE:
The Assessment Methods and Learning Approaches in Nursing Students of Kerman University of Medical Sciences in Iran
AUTHORS:
Sakine Sabzevari, Abbas Abbaszade, Fariba Borhani
KEYWORDS:
Assessment Methods; Learning Approaches; Medical Surgical Nursing Courses; Nursing Students; Student Evaluation
JOURNAL NAME:
Creative Education,
Vol.4 No.2,
February
7,
2013
ABSTRACT:
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