EXPLORING STUDENT PERCEPTIONS ON INTERACTIVE LEARNING METHODS: A CASE STUDY OF FUTURE NURSES
DOI :
https://doi.org/10.34874/PRSM.ijsdee-vol1iss2.1897Mots-clés :
Higher education, competency-based approach, interactive learning methods, nursing students, perceptions, assimilation, interestRésumé
Interactive learning methods as fundamental tools of the competency-based educational approach, usher in a dynamic learner-centred educational experience. By transcending the traditional barriers of instruction, they encourage the acquisition and development of skills, while stimulating engagement and understanding. A literature review, grounded in modern didactics and cognitive psychology, underscores the efficacy of interactive learning methods in cultivating learners' transversal and professional skills. Focusing on nursing students, the research aims to explore their perceptions of these methods, utilizing a quantitative, cross-sectional, and descriptive model during the 2022-2023 academic year. The survey involved 10 students enrolled in the "Caregiver-care receiver relationship" course, assessing their overall perception, assimilation, and interest. Notably, a teaching scenario was devised for evaluation purposes. Results indicated a high satisfaction rate, with 60% of participants rating the interactive learning methods as excellent and 30% as good. Concerning assimilation, workshop sessions received the highest preference score at 43/50, followed by diagramming and case studies at 30/50. Interactive presentations scored 27/50, while role plays scored 20/50. In terms of interest, workshops led with a score of 41/50, indicating substantial participant engagement. Case studies and role-playing activities closely followed with scores of 38/50 and 34/50 respectively, demonstrating a noteworthy level of interest. Interactive presentations and diagrams, with scores of 19/50 and 18/50 respectively, showed a moderate level of interest. In conclusion, our work emphasizes on the one hand, the importance of teacher flexibility and dynamism, advocating for ongoing refinement of methods to align with evolving student preferences, on the other hand, the positive reception, particularly for workshops and case studies, suggests strong support for their integration into learning programs.
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(c) Tous droits réservés The International Journal of Science Didactics and Educational Engineering 2024

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