Effects of quantum-learning and conventional teaching methods on learning achievement, motivation to learn, and retention among nursing students during critical care nursing education

Abstract Introduction Nursing education needs to be dedicated to sparking creativity as well as enhancing dynamic thinking and clinical decision-making skills. In this respect, exploiting quantum-learning methodology can be effective since it provides contexts and contents to improve. Objective The main objective of this study was to compare the effects of the quantum-learning methodology and conventional teaching learning achievement, motivation to learn, and retention among nursing students during critical care nursing education. Methods This quasi-experimental study was conducted on 46 nursing students, enrolled in the sixth semester at the School of Nursing and Midwifery affiliated to Mashhad University of Medical Sciences, Mashhad, Iran, were initially randomized into intervention and control groups. Then, the phases of “enroll, experience, label, demonstrate, review, and celebrate model were implemented in the intervention group, receiving the quantum-learning methodology. With regard to the control group, education was fulfilled according to the conventional teaching method. The learning achievement was subsequently measured in each group using. One month later, the in both groups were calculated. The data collection tools included a demographic characteristics form and the Kolb’s Learning Style Inventory and Learning Motivation Questionnaire. The data were finally compared via statistical tests. Results The total scores of the learning achievement in the intervention group were 16.84 ± 2.28 and these values were equal to 15.16 ± 2.41 in the control group, which were significantly different based on the independent-samples t-test results (p