Effect of Study-Skills Training on Learning and Study Strategies, Self-Efficacy and Satisfaction in Nursing and Midwifery Students, Kerman University of Medical Sciences, Iran


Esmat Nouhi 1 , * , Nahid Fallahnezhad 2 , Behshid Garrusi 3 , Ali-Akbar Haghdoost 4


1 PhD in Nursing Education, M.Sc. in Medical Education, Associate Professor, Department of Medical Surgical Nursing, School of Razi AND Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran, Iran

2 M.Sc. in Medical Education, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran, Iran

3 Ph.D. in Psychology, Department of Community Medicine, Neuroscience Research Center and Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran, Iran

4 Professor of Epidemiology, Research Center for Modeling in Health, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Iran, Iran


Strides in Development of Medical Education: 10 (4); e60617
Published Online: December 31, 2013
Article Type: Research Article
Received: August 21, 2017
Accepted: October 25, 2013




Background & Objective: Neglect to the principles study principles has reduced the level of human productivity and efficiency and is a cause of demoralization and loss of self-esteem, research boredom and disenchantment. Some learning special skills, such as methods of receiving, storing and recalling the correct content are needed to perform an effective study. This study aimed to show the role and impact of academic learning skills and study strategies in improving students' study styles and their self-efficacy and satisfaction.
Methods: This interventional study, using pre-and post-training tests, was conducted on 75 new-entrant nursing and midwifery students of Kerman University of Medical Sciences, Iran, in 2011. Students completed a researcher-made questionnaire including four parts: demographic information, learning and study strategies, self-efficacy, and satisfaction, before and after the training. The data were analyzed using paired t-test.
Results: There were significant difference between the mean pre- (10.5 ± 2.6) and post-intervention (13.6 ± 1.8) learning strategies, pre- (10.6 ± 1.8) and post-intervention (13.3 ± 1.3) study strategies, pre- (10.5 ± 3.2) and post-intervention (12.3 ± 2.4) self-efficacy, and pre- (9.4 ± 3.4) and post-intervention (12.08 ± 2.9) satisfaction scores.
Conclusion: Learning and study strategies can be taught and learned. Upgrading learning and study strategies increases students' sense of self-efficacy and satisfaction. According to our results, designing a course for training study and learning strategies is suggested to improve college students' learning and study skills.


Study skills Learning strategies Study strategies Satisfaction Self-efficacy

© 2013, Strides in Development of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.


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