Effective Teaching Methodology at Clinical: CIM or Written Assignments?

Objectives: The objective of this study was to compare Clinical Integrative Map (CIM) with the written assignment as a best teaching and learning methodology for nursing students on clinical side. Methods: Quasi experimental study was conducted in both public and private nursing colleges. 53 students selected through convenient sampling participated in the study. Students’ pre-knowledge about a specific disease was assessed through a written test. The students were randomly divided into two groups. Group-A was taught through CIM and group-B was taught through written assignment. Again the post session knowledge was tested and mean differences in pre and post knowledge was identified. Results: The mean score of the pre-test CIM group was 7.17 ± 2.87; while their post-test score was 15.29 ± 2.81. In contrast the mean score of the pre-test Written Assignment group was 6.41 ± 2.96; whereas their posttest written assignment was 14.31 ± 2.17. A significant difference between pre and post-test CIM (-8.12) and written assignment (-7.89) was found. It shows that CIM is a bit more effective method than written assignment. Conclusion: The result of this study concluded that Clinical Integrative Map (CIM) produced a bit better result as compared to written assignment. Therefore CIM shall be adopted as teaching method at clinical teaching for improving students’ knowledge.