Direct and transfer entrants nursing students’ perception of non-traditional teaching methods in learning nursing research subject

Abstract

Background information: Students are admitted to the University mainly from two routes, including direct (DE) and transfer entrants (TE). They are the new generation and are expected to learn in an enjoyable way, such as through non-traditional teaching methods, Kahoot! in this digital age. Non-traditional teaching methods are essential for transferring teaching to learning and facilitating students’ learning. However, their expectation of learning may vary due to their experiences. Therefore, it is necessary to explore their perception of teaching methods to further enhance their interest, especially in the challenging and complex concepts of nursing research subjects.

Aim: This survey explores perceptions of DE and TE on comparing non-traditional and traditional teaching methods on nursing research subjects.

Methods: An online questionnaire was used to obtain data from 193 undergraduate general nursing students. Data were collected from DE and TE enrolled in nursing research subjects at academic week 12 or 13 in the academic year 2024/25. Descriptive data were analyzed, and an independent t-test was used to determine the students’ perceptions.

Results/Findings: The overall response rate of this survey was 85.8% (DE: 87.7% and TE: 76.3%), with 164 DE and 29 TE completing the study. No statistically significant difference was found between the two groups (mean of DE = 3.84 ± 1.56 and TE = 3.86 ± 1.46, p > 0.05), suggesting that both groups perceived the traditional teaching method as stimulating as the non-traditional way.

Conclusion: This study illustrated that both teaching methods could stimulate the learning perceived by DE and TE.