Students' perceptions and experiences in a health promotion course using interactive learning

Abstract

There is lack of studies that describe the experience of studying a health promotion course using an interactive approach and students' perceptions about this method of teaching. The purpose of this study is to describe students' experiences and perceptions about health promotion course using an interactive learning approach. A descriptive qualitative design was used among 16 undergraduate university students at a governmental university. Four main themes emerged from the data analysis including: (1) fruitfulness and satisfying experience of interactive learning, (2) interactive learning versus traditional learning, (3) barriers to interactive learning, and (4) suggestions to enhance interactive learning. Students reflected positive attitudes toward interactive learning. Interactive learning helped students to be engaged in learning process physically and cognitively. Students mentioned several advantages of learning health promotion course using interactive learning, including, enhancing understanding, sharing ideas and opinions, promoting self-esteem and self-confidence, keeping their minds active and attentive, and improving interpersonal communication. Updated and contemporary learning strategies and methods should be introduced for enhancing interactive learning courses.

Impact of interactive learning on nurses' ability to identify and stage pressure injuries

“…The current literature on ILs is mainly from other health-related fields, such as medicine and surgery. [7][8][9] These studies support that learners favor ILs because it increases engagement, motivation, understanding of the subject matter, retention of knowledge, and academic performance. [7][8][9] This QI initiative was implemented in December 2019 in a tertiary care hospital in the southeastern US to identify frequent clinical nurse inaccuracy in PI staging.…”

Comparison of knowledge of mothers with stunted and severely stunted toddlers before and after education with brainstorming and audiovisual methods

“…Using audiovisual media in the form of video has the advantage that it can describe the situation according to the existing reality. The video is also dynamic to give the impression and stimulate the participants' emotions (25,26).…”

Use of Active Methodologies in the Nursing Teaching Process: an integrative literature review

“…According to the thirteenth study by Al-Natour et al (2021) emphasizes the use of interactive learning as an active methodology in the learning process, which allows effective interactions, providing a learning environment in which students are encouraged to be creative and use critical thinking. This way, active learning promotes in the student -interactivity, understanding, motivation to learn, attention and interest in the topics addressed -increasing their ability to solve problems and critical thinking (Meguid & Collins, 2017 cited by Al-Natour et al, 2021).…”

“…This methodology allows researchers, and later teachers, to understand interactive teaching and the students' own thoughts and perceptions, using not only the stimulation of students for participation and social interaction, but also expository methods, namely, PowerPoint, Youtube, e-books and movies found on the internet (Al-Natour et al, 2021).…”

“…The same authors add that interactive teaching is an excellent opportunity for students to communicate in groups, through reasoned discussions and reflections on relevant topics, which end up promoting awareness of their beliefs, perceptions and attitudes (Al-Natour et al al., 2021). The study by Mincey and Gross mentioned in the article by Al-Natour et al ( 2021) addresses the opportunity that students have to agree or disagree, showing different points of view on certain themes, leading to the joint construction of knowledge.…”