Author(s): Umarani. J

Email(s): umasrmc1@gmail.com

DOI: 10.5958/2454-2660.2017.00015.1   

Address: Mrs. Umarani. J
Professor, Department of Paediatric Nursing, Yenepoya Nursing College, Yenepoya University, Mangalore, Karnataka, India
*Corresponding Author

Published In:   Volume - 5,      Issue - 1,     Year - 2017


ABSTRACT:
Teaching is an activity that is intended to motivate the learner to learn. This has resulted in crucial changes in the field of medical education, with a shift from didactic lecture to the use of student centered learning. Interactive teaching stimulates interaction between the teacher and learner in the context of curriculum, which will activate the students mentally and physically, resulting in effective learning.Objectives: Assess the knowledge of students regarding HIV infection in children. Conduct interactive teaching session. Evaluate the effectiveness of Interactive teaching on knowledge of students regarding HIV infection in children. To know the feedback on interactive teaching session. Methodology: A pre experimental one group pre and post test study was conducted among third Year B.Sc. Nursing students. The samples were selected by non probability purposive sampling technique. Pre test Assessment was carried out to assess the students’ knowledge on HIV infection in children. Then the small group Interactive teaching session was conducted with different teaching techniques such as background knowledge probe, group discussion, make them guess, picture prompt, role play, think-pair and share. The performance of the students were assessed by continuous comprehensive assessment, post test assessment and students feedback.Results : The results revealed that the mean Post test knowledge score is significantly higher than the mean pretest score. There is a significant difference between the pre and post test knowledge at P<0.05level (2.0345). After interactive teaching session majority of the students performance was good in the comprehensive assessment. Students’ feedback indicated that they were satisfied with the sessions. Conclusion: The Socratic approach helped the students to actively participate in the session and gain adequate knowledge on the topic which will enhance better practice to take care of the children with HIV infection in the clinical and community setting.


Cite this article:
Umarani. J. Interactive Teaching for Better Learning among Students. Int. J. Nur. Edu. and Research. 2017; 5(1): 69-71. doi: 10.5958/2454-2660.2017.00015.1


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DOI: 10.5958/2231–5713 

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