Effect of Utilizing Teaching Styles on Nursing Students’ Learning Outcome | ||
| Tanta Scientific Nursing Journal | ||
| Volume 38, Issue 3, August 2025 PDF (1.68 M) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/tsnj.2025.457090 | ||
| Authors | ||
| Amira Ali Mohammed1; Reda Abd El-Fatah Abo Gad2; Maha Eid Shokir3; Aml Hamdy Abo Ramadan3 | ||
| 1Master student of Nursing Administration, Faculty of Nursing, Tanta University, Egypt. 2 Teacher at Nuursing Institute in Kafr El Sheikh | ||
| 2Prof of Nursing Administration, Faculty of Nursing, Tanta University, Egypt. | ||
| 3Assistant prof of Nursing Administration, Faculty of Nursing, Tanta University, Egypt. | ||
| Abstract | ||
| Background: Teaching style significantly affects education quality, especially in nursing. Nursing students' learning outcomes rely on how effectively teachers apply and adapt teaching styles to meet learners’ needs. Aim: Determine the effect of utilizing teaching styles on nursing students learning outcomes. Design: Quasi experimental research design used in the study. Setting: the study was conducted at Technical Health Institute at Tanta and Kafr El-Sheikh. The subject: consisted of 48 nursing teachers and 400 nursing students. Tools: Four tools were used; Tool I: Teaching Styles' Knowledge Structured Questionnaire, Tool II: Teachers' Teaching Styles Practices Observational Checklist, Tool III: Nursing Students' Perception Regarding Teachers' Teaching Styles Questionnaire and Tool ΙV: Learning Outcomes Structured Questionnaire were used to collect the data. Results: pre-program, majority of nursing teachers (91.3%) had low knowledge levels regarding teaching styles, which significantly decreased at immediate post-program, to only (6.3%) and slightly increasing to (16.7%) after 3 months of program. Also, the minority (4.2%) of them had satisfactory level of practice related it. For nursing students, low percent (0.5%) had a high perception of teaching styles pre-program, which increased to the majority (84.0%) after 3 months of program. Additionally, none of them had satisfactory level regarding learning outcomes pre-program, improving to about three-quarters (73.5%) after 3 months of program. Conclusion: Implementation of an educational program about teaching styles had a significant improvement in nursing teachers’ knowledge, practice and nursing students’ perception. Recommendations: Provide continuous training programs for nursing teachers’ focusing on diverse teaching strategies and effective classroom management techniques. | ||
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