title: The Efficacy of Three Learning Methods Collaborative, Context-Based Learning and Traditional, on Learning, Attitude and Behaviour of Undergraduate Nursing Students: Integrating Theory and Practice.
abstract: BACKGROUND
  Communication skills training, responsibility, respect, and self-awareness are important indexes of changing learning behaviours in modern approaches.
  
  
  OBJECTIVE
  The aim of this study was to investigate the efficacy of three learning approaches, collaborative, context-based learning (CBL), and traditional, on learning, attitude, and behaviour of undergraduate nursing students.
  
  
  METHODS
  This study was a clinical trial with pretest and post-test of control group. The participants were senior nursing students. The samples were randomly assigned to three groups; CBL, collaborative, and traditional. To gather data a standard questionnaire of students' behaviour and attitude was administered prior to and after the intervention. Also, the rate of learning was investigated by a researcher-developed questionnaire prior to and after the intervention in the three groups.
  
  
  RESULTS
  In CBL and collaborative training groups, the mean score of behaviour and attitude increased after the intervention. But no significant association was obtained between the mean scores of behaviour and attitude prior to and after the intervention in the traditional group. However, the mean learning score increased significantly in the CBL, collaborative, and traditional groups after the study in comparison to before the study.
  
  
  CONCLUSIONS
  Both CBL and collaborative approaches were useful in terms of increased respect, self-awareness, self-evaluation, communication skills and responsibility as well as increased motivation and learning score in comparison to traditional method.
authors.affiliation: Assistant Professor, Department of Medical Surgical, Nursing and Midwifery Holistic Research Center, Shahrekord University of Medical Sciences , Shahrekord, Iran .
authors.forename: Ali
authors.initials: A
authors.lastname: Hasanpour-Dehkordi
authors.affiliation: Associate Professor, Department of Psychiatry, Faculty of Medicine, Shahrekord University of Medical Sciences , Shahrekord, Iran .
authors.forename: Kamal
authors.initials: K
authors.lastname: Solati
keywords: Nursing education; Teaching approaches