[ relationship between learning characteristics and academic achievement in nursing and midwifery students]

One of the reasons causing academic failure among students is disregarding factors affecting learning. The aim of this study was to determine the relationship between academic achievement of nursing and midwifery students and their learning characteristics including study style, control locus, and self-organized learning factors which are modifiable issues in learning. In this correlational study, all nursing and midwifery students with average grade of 17 and above [high academic achievement] or average grade of 14 and lower [low academic achievement] in Tabriz School of Nursing and Midwifery were investigated through census sampling method in the year 2005-2006. Data was gathered using questionnaires of "Kolb's Learning Styles Inventory," "Karami Study Methods," "Julian Rotter Locus of Control," and "Motivational Strategies for Learning" and then, was analyzed through descriptive statistics and logistic regression test by SPSS software. Logistic regression analysis showed that control locus [P=0.008] and motivational strategies for learning [P= 0.032] had a significant relationship with academic achievement of students. Control locus and motivational strategies for learning, were recognized as determining factors in academic achievement. Taking the results of this study into consideration, running workshops or seminars on the issue of "Locus of control related to learning" and "motivational strategies for learning" are recommended for learning improvement in first year students

Comparing the effects of concept mapping and integration method on nursing students' learning in nursing process course in Tabriz University of Medical Sciences

To analyze patients' problems and make an appropriate care plan, nursing students need a deep and meaningful learning. Therefore, it is better to choose educational methods which are capable of educating nursing students in such learning level. The aim of this study was to compare the effect of concept mapping and integration model on nursing students' learning in nursing process course. In a quasi-experimental study with two groups, pre-test post-test design, 45 second semester nursing students were selected through convenient sampling method and randomly divided into two experiment and control groups. After pretest, control and experiment groups received education using integration method and concept mapping, respectively, for 10 sessions during 2 months. Then, they took the post-test. For gathering data, an achievement test consisted of two parts was used which evaluated students' knowledge and meaningful learning in nursing process course. The results were analyzed using chi-square test, independent and paired t-tests by SPSS software. Both educational strategies were useful in enhancing students' knowledge and meaningful learning. But, the mean difference of pre and post tests in meaningful learning had a significant difference between the two groups. Considering the effect of concept mapping method on students' meaningful learning, it is recommended to employ this method in teaching courses which require a deep learning and high level of understanding the content