DOI: https://doi.org/10.14710/nmjn.v13i3.49574

Barriers and Challenges Against the Utilization of Novel Teaching Methods for Nursing Students: Perspectives of Nursing Instructors

Mostafa Bijani  -  Department of Nursing, School of Nursing, Fasa University of Medical Sciences, Iran, Islamic Republic of
*Zahra Moradi orcid  -  Department of Nursing, School of Nursing, Fasa University of Medical Sciences, Iran, Islamic Republic of
Shahnaz Karimi  -  Department of Nursing, School of Nursing, Fasa University of Medical Sciences, Iran, Islamic Republic of
Zhila Fereidouni  -  Department of Nursing, School of Nursing, Fasa University of Medical Sciences, Iran, Islamic Republic of
Leila Nikrouz  -  Department of Nursing, School of Nursing, Fasa University of Medical Sciences, Iran, Islamic Republic of
Mahmood Hatami  -  Department of Nursing, School of Nursing, Fasa University of Medical Sciences, Iran, Islamic Republic of
Mohammad Mehdi Naghizadeh  -  Non communicable Diseases Research, Fasa University of Medical Sciences, Iran, Islamic Republic of
Open Access Copyright (c) 2023 Nurse Media Journal of Nursing
Creative Commons License This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Citation Format:
Abstract

Background: The first step in effectively applying novel teaching methods is identifying barriers and challenges to implementing appropriate interventions. A literature review revealed no studies exploring nursing instructors’ viewpoints on the reasons for not using novel teaching methods.

Purpose: The present study aimed to explore the challenges and executive barriers against using novel approaches in instructing nursing students from the perspective of nursing instructors. 

Methods: In this descriptive-analytical study, 163 nursing instructors from three nursing schools in Fars Province, Southwest Iran, were selected using convenience sampling. A researcher-developed questionnaire comprising 17 items scored on a five-point Likert scale was utilized to collect data. These items were categorized into three domains: challenges related to students (n=4), instructors (n=8), and structural-managerial aspects (n=5). The questionnaire’s reliability coefficient was found to be 0.89 using the test-retest method. The Kolmogorov–Smirnov test was used to test the normality of variables and the independent t-test was employed to examine the relationship between genders and educational degrees across all three domains. 

Results: The mean scores for challenges and barriers related to the instructors, students, and structural-managerial aspects were 33.24(7.16), 16.31(3.93), and 22.14(3.64), respectively. A significant relationship between gender and educational degree was observed across all three domains (p<0.001).

Conclusion: The barriers and challenges against using novel teaching methods for nursing students from the perspective of nursing instructors included challenges related to instructors, students, and structural-managerial aspects. The support and encouragement of educational institution managers in executing these methods could help promote the utilization of these techniques and improve the quality of education.

Fulltext View|Download
Keywords: Education; nursing students; modern teaching methods
Funding: Fasa University of Medical Sciences

Article Metrics:

Article Info
Section: Articles
Language : EN
Recent articles
Determinants of Physical and Mental Health-related Quality of Life among Patients with Breast Cancer During COVID-19 Pandemic Determinant Factors of Diabetes Prevention Behavior in Students with Diabetes Mellitus Risk Physical Well-Being Needs of Bone Cancer Patients during Treatment in the Hospital: A Qualitative Study Editorial Back Matter Editorial Front Matter More recent articles
Most cited articles
Back-matter Effects of Acupoint Stimulation with Digital Massager of Oxytocin on the Breast Milk Production of Working Mothers Cardiac Rehabilitation Enhancing Programs in Patients with Myocardial Infarction: A literature Review Teaching Pain Management to Student Nurses: A Literature Review EFFECTIVENESS OF MUSIC THERAPY TOWARD REDUCING PATIENT’S ANXIETY IN INTENSIVE CARE UNIT More cited articles
  1. Ahmed, M. H. (2018). Are good attributes of medical teachers more important than the learning style: A glimpse into the future of medical education and learning. Journal of Public Health and Emergency, 2(18), 2-6. https://doi.org/10.21037/jphe.2018.05.01
  2. Alghasham, A. A. (2012). Effect of students’ learning styles on classroom performance in problem-based learning. Medical Teacher, 34(1), 14-19. https://doi.org/10.3109/0142159X.2012.656744
  3. Al-Hammouri, M. M., Rababah, J. A., Rowland, M. L., Tetreault, A. S., & Aldalaykeh, M. (2020). Does a novel teaching approach work? A Students’ perspective. Nurse Education Today, 85, 104229. https://doi.org/10.1016/j.nedt.2019.104229
  4. Anderson, C. R. (2022). Traditional versus modern teaching methods amongst special education students and enhancing students’ self-concept: A comprehensive literature review [Doctoral dissertation, The Chicago School of Professional Psychology]. https://test.cdn.editorypress.uz/docs/2d1497d3-630a-4164-b72e-f58b4efd77bc_5.pdf
  5. Ayre, A., & Scally, A. J. (2014). Critical values for Lawshe’s content validity ratio: Revisiting the original methods of calculation. Measurement and Evaluation in Counseling and Development, 47(1), 79 –86. https://doi.org/10.1177/0748175613513808
  6. Benner, P. (2012). Educating nurses: A call for radical transformation—how far have we come? Journal of Nursing Education, 51(4), 183-184. https://doi.org/10.3928/01484834-20120402-01
  7. Buch, A. C., Rathod, H., & Naik, M. D. (2021). Scope and challenges of self-directed learning in undergraduate medical education: A systematic review. Journal of Medical Education, 20(1), e114077. https://doi.org/10.5812/jme.114077
  8. Buja, L. M. (2019). Medical education today: All that glitters is not gold. BMC Medical Education, 19, 110. https://doi.org/10.1186/s12909-019-1535-9
  9. Connell, J., Carlton, J., Grundy, A., Taylor Buck, E., Keetharuth, A. D., & Ricketts, T. (2018). The importance of content and face validity in instrument development: Lessons learnt from service users when developing the Recovering Quality of Life measure (ReQoL). Quality of Life Research, 27, 1893–902. https://doi.org/10.1007/s11136-018-1847-y
  10. Fisher, M. J., & King, J. (2010). The self-directed learning readiness scale for nursing education revisited: A confirmatory factor analysis. Nurse Education Today, 30(1), 44-48. https://doi.org/10.1016/j.nedt.2009.05.020
  11. Ghojazadeh, M., Azami-Aghdash, S., Azar, F. P., Fardid, M., Mohseni, M., & Tahamtani, T. (2015). A systematic review on barriers, facilities, knowledge and attitude toward evidence-based medicine in Iran. Journal of Analytical Research in Clinical Medicine, 3(1), 1-11. https://doi.org/10.15171/jarcm.2015.001
  12. González, A., Conde, Á., Díaz, P., García, M., & Ricoy, C. (2017). Instructors’ teaching styles: Relation with competences, self-efficacy, and commitment in pre-service teachers. Higher Education, 75 (4), 625–42. https://doi.org/10.1007/s10734-017-0160-y
  13. Goldin, I. M., Pinkus, R. L., & Ashley, K. (2015). Validity and reliability of an instrument for assessing case analyses in bioengineering ethics education. Science and Engineering Ethics, 21(3), 789-807. https://doi.org/10.1007/s11948-015-9644-2
  14. Gutierrez, C. M., Cox, S. M., & Dalrymple, J. L. (2016). The revolution in medical education. Texas Medicine, 112(2), 58-61. https://europepmc.org/article/med/26859376
  15. Henning, M. A., Chen, Y., Ram, S., & Malpas, P. (2019). Describing the attributional nature of academic dishonesty. Medical Science Educator, 29, 577-581. https://doi.org/10.1007/s40670-019-00710-8
  16. Horntvedt, M. E., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: A thematic literature review. BMC Medical Education, 18(172), 2-11. https://doi.org/10.1186/s12909-018-1278-z
  17. Iurea, C., Neacsu, I., Safta, C. G., & Suditu, M. (2011). The study of the relation between the teaching methods and the learning styles–The impact upon the students’ academic conduct. Procedia-Social and Behavioral Sciences, 11(2011), 256-260. https://doi.org/10.1016/j.sbspro.2011.01.072
  18. Jamshidi, N., Molazem, Z., Sharif, F., Torabizadeh, C., & Kalyani, M.N. (2016). The challenges of nursing students in the clinical learning environment: A qualitative study. The Scientific World Journal, 2016, 1846178. https://doi.org/10.1155/2016/1846178
  19. Karimi Moonaghi, H., Rad M., & Bakhshi, M. (2013). Do the new methods of teaching in medical education have adequate efficacy? A systematic review. Strides in Development of Medical Education, 10(2), 271-280
  20. Kovacic, D. (2018). Using the content validity index to determine content validity of an instrument assessing health care providers’ general knowledge of human trafficking. Journal of Human Trafficking, 4(4), 327-35. https://doi.org/10.1080/23322705.2017.1364905
  21. MacKinnon, K., Marcellus, L., Rivers, J., Gordon, C., Ryan, M., & Butcher, D. (2017). Student and educator experiences of maternal-child simulation-based learning: A systematic review of qualitative evidence. JBI Evidence Synthesis, 15(11), 2666-2706. https://doi.org/10.11124/JBISRIR- 2016-003147
  22. McCurry, M. K., & Martins, D. C. (2010). Teaching undergraduate nursing research: A comparison of traditional and innovative approaches for success with millennial learners. Journal of Nursing Education, 49(5), 276-9. https://doi.org/10.3928/01484834-20091217-02
  23. McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., & Mumper, R. J. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236-243. https://doi.org/10.1097/ACM.0000000000000086
  24. Meng, X., Yang, L., Sun, H., Du, X., Yang, B., & Guo, H. (2019). Using a novel student-centered teaching method to improve pharmacy student learning. American Journal of Pharmaceutical Education, 83(2), 6505. https://doi.org/10.5688/ajpe6505
  25. Nouri, J. M., Ebadi, A., Alhani, F., & Rejeh, N. (2014). Experiences of role model instructors and nursing students about facilitator factors of role-modeling process: A qualitative research. Iranian Journal of Nursing and Midwifery Research, 19(3), 248-54
  26. Rafiee, G., Moattari, M., Nikbakht, A. N., Kojuri, J., & Mousavinasab, M. (2014). Problems and challenges of nursing students’ clinical evaluation: A qualitative study. Iranian Journal of Nursing and Midwifery Research, 19(1), 41-9
  27. Ross, J. G., & Bruderle, E. (2018). Effects of active, student-centered teaching strategies on nursing students' knowledge, skills, attitudes, and comfort related to patient safety. Nurse Educator, 43(1), 2–3. https://doi.org/10.1097/NNE.0000000000000400
  28. Safapour, E., Kermanshachi, S., & Taneja, P. (2019). A review of nontraditional teaching methods: Flipped classroom, gamification, case study, self-learning, and social media. Education Science, 9(4), 273. https://doi.org/10.3390/educsci9040273
  29. Samarakoon, L., Fernando, T., Rodrigo, C., & Rajapakse, S. (2013). Learning styles and approaches to learning among medical undergraduates and postgraduates. BMC Medical Education, 13(42), 2-6. https://doi.org/10.1186/1472-6920-13-42
  30. Scicluna, H. A., Grimm, M. C., O’Sullivan, A. J., Harris, P., Pilotto, L. S., & Jones, P. D. (2012). Clinical capabilities of graduates of an outcomes-based integrated medical program. BMC Medical Education, 12(23), 2-8. https://doi.org/10.1186/1472-6920-12-23
  31. Sharma, R. K. (2017). Emerging innovative teaching strategies in nursing. JOJ Nurse and Health Care, 1(2), 1-3
  32. Shirani Bidabadi, N., Nasr Isfahani, A. R., Rouhollahi, A., & Khalili, R. (2016). Effective teaching methods in higher education: Requirements and barriers. Journal of Advance in Medical Education and Professionalism, 4(4), 170 -178
  33. Torabizadeh, C., Ghodsbin, F., Javanmardifard, S., Shirazi, F., Amirkhani, M., & Bijani, M. (2018). The barriers and challenges of applying new strategies in the clinical evaluation of nursing students from the viewpoints of clinical teachers. Iranian Journal of Nursing and Midwifery Research, 23(4), 305-310
  34. Tularam, G. A. (2018). Traditional vs non-traditional teaching and learning strategies-the case of e-learning. International Journal for Mathematics Teaching and Learning, 19(1), 129-158. https://doi.org/10.4256/ijmtl.v19i1.21
  35. Wang, R., & Liu, C. (2019). The relation of dental students’ learning styles to their satisfaction with traditional and inverted classroom models. BMC Medical Education, 19, 315. https://doi.org/10.1186/s12909-019-1749-x
  36. Wentink, M. M., Siemonsma, P. C., & van Bodegom-Vos, L. 2019. Teachers’ and students’ perceptions on barriers and facilitators for eHealth education in the curriculum of functional exercise and physical therapy: A focus groups study. BMC Medical Education, 19, 343. https://doi.org/10.1186/s12909-019-1778-5
  37. Yazici, H. J. (2016). Role of learning style preferences and interactive response systems on student learning outcomes. International Journal of Information and Operations Management Education, 6(2), 109–34. https://doi.org/10.1504/IJIOME.2016.076046

Last update:

No citation recorded.

Last update: 2024-04-28 01:22:18

No citation recorded.