Effectiveness of Integrated Teaching Involving Patients as Teachers (PAT) Vs Traditional Teaching (TT) upon Cognitive Behaviour of Nursing Students at TamilNadu, India

Venkatesan, Latha

doi:10.21608/ejnsr.2020.30805.1003

Effectiveness of Integrated Teaching Involving Patients as Teachers (PAT) Vs Traditional Teaching (TT) upon Cognitive Behaviour of Nursing Students at TamilNadu, India

Document Type : Original Article

Author

Latha Venkatesan

MGR medical University, Chennai, TamilNadu, India

10.21608/ejnsr.2020.30805.1003

Abstract

Purpose: This study aimed to evaluate the effectiveness of integrated teaching involving patients as teachers’ vs. traditional teaching upon the cognitive behaviour of nursing students.
Design and methods: Experimental study with pre-test and post-test control design was selected. Patients suffering from chronic renal failure (CRF) volunteered to teach the students. The data were collected from 100 nursing students who were randomly assigned equally into control and experimental group. A structured questionnaire was used to assess the cognitive behaviour of nursing students regarding CRF, before and after the intervention. The traditional teaching method was used to teach about CRF for both groups, which was followed by first post-test. Integrated teaching by patients on CRF was conducted for only an experimental group of nursing students. After one week, post-test 2 was conducted for both groups.
Findings: There was no significant difference in pre-test cognitive behaviour between the control group (M=09.40, SD=2.123) and an experimental group of students (M=9.44, SD=2.611) with P>0.05. However, there was a significant difference in post-test 2 cognitive behaviour between the experimental group (M=19.7, SD=2.426) and control group (M=16.16, SD=2.90) of nursing students with p< 0.05.
Conclusion: The findings suggest that involving patients as teachers in classroom teaching is an effective method for better learning experiences of nursing students.

Keywords

References

1. Jha V, Quinton ND, Bekker HL, Roberts TE. What educators and students really think about using patients as teachers in medical education: a qualitative study. Med Educ. 2009;43(5):449‐456.

2. Costello J, Horne M. Patients as teachers? An evaluative study of patients' involvement in classroom teaching. Nurse Educ Pract. 2001;1(2):94‐102.

3. Wykurz G

, Kelly D. Developing the role of patients as teachers: literature review. BMJ. 2002;325(7368):818‐821.

4. Muthukumar, T., Konduru, R. K., Manikandan, M., Asir, J., Iqbal, N., Bazroy, J., & Singh, Z. (2017). Scope of integrated teaching in a medical college: A study from South India. Journal of Medical Society, 31(2), 127-132.

5. Ferri P, Rovesti S, Padula MS, D'Amico R, Di Lorenzo R. Effect of expert-patient teaching on empathy in nursing students: a randomized controlled trial. Psychol Res Behav Manag. 2019;12:457‐467.

6. Suikkala A., Koskinen S., Leino-Kilpi H. Patients’ involvement in nursing students’ clinical education: A scoping review. International Journal of Nursing Studies, 2018, 84:40-51

7. Costello .J, Maria Horne. Patients as teachers? An evaluative study of patients' involvement in classroom teaching. Nurse Education in Practice, 2001; 1(2):94-102.

8. Spencer J, Blackmore D, Heard S, McCrorie P, McHaffie D, Scherpbier A, Gupta TS, Singh K, Southgate L. Patient-oriented learning: a review of the role of the patient in the education of medical students. Med Educ. 2000; 34(10):851-857.