The Effect of Humor in Nursing Education on Students’ Knowledge Retention in Borno State College of Nursing and Midwifery
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Background of the Study
The use of humor in education has long been recognized as an effective tool for enhancing learning experiences, reducing anxiety, and improving student engagement. In nursing education, where students often deal with complex and stressful subjects, humor can serve as a cognitive and emotional stimulant that enhances knowledge retention (Williams et al., 2023). By creating a relaxed and enjoyable learning environment, humor helps students develop positive associations with learning material, improving recall and application of concepts (Oladele & Okonkwo, 2024).
Humor, when used appropriately, can break down barriers between instructors and students, encouraging active participation and increasing motivation. Research suggests that humor enhances attention, reduces mental fatigue, and fosters critical thinking in students (Ngwu & Hassan, 2024). Given the rigorous nature of nursing education in Borno State College of Nursing and Midwifery, incorporating humor into teaching strategies may help students manage stress while improving knowledge retention and understanding of complex medical concepts.
However, the effectiveness of humor in education depends on various factors, including cultural perceptions, the type of humor used, and the instructor’s ability to integrate it appropriately into the curriculum. While some studies suggest a positive impact of humor on learning, others caution that excessive or inappropriate humor may distract students and reduce the seriousness of the subject matter (Adebayo et al., 2024). Therefore, this study seeks to investigate the effect of humor in nursing education on students’ knowledge retention at Borno State College of Nursing and Midwifery.
Statement of the Problem
Many nursing students struggle with retaining complex medical information due to the intensive nature of their coursework and clinical training. Traditional teaching methods often focus on rote memorization, which may not facilitate long-term knowledge retention. While humor has been identified as a potential strategy to enhance learning, there is limited empirical evidence on its effectiveness in nursing education within Borno State College of Nursing and Midwifery.
Furthermore, concerns exist regarding the appropriate use of humor in a professional healthcare setting. Some educators may be hesitant to incorporate humor due to fears of being perceived as unprofessional, while others may lack the necessary skills to integrate it effectively (Usman & Bello, 2023). Given these concerns, this study aims to evaluate the impact of humor on students’ knowledge retention and to determine whether it can serve as a valuable teaching tool in nursing education.
Objectives of the Study
- To assess the impact of humor in nursing education on students’ knowledge retention at Borno State College of Nursing and Midwifery.
- To examine students’ perceptions of humor as a learning tool in nursing education.
- To identify the challenges and benefits of using humor in nursing education.
Research Questions
- How does humor in nursing education affect students’ knowledge retention in Borno State College of Nursing and Midwifery?
- What are students’ perceptions of humor as a teaching tool in nursing education?
- What challenges and benefits are associated with incorporating humor into nursing education?
Research Hypotheses
- The use of humor in nursing education significantly improves students’ knowledge retention.
- Students perceive humor as a positive and effective teaching tool in nursing education.
- Challenges in using humor in nursing education impact its effectiveness in enhancing knowledge retention.
Scope and Limitations of the Study
This study will focus on nursing students at Borno State College of Nursing and Midwifery, examining the effects of humor in lectures and clinical training sessions. The research will be limited to assessing knowledge retention and student perceptions. Potential limitations include differences in students’ responses to humor, variations in instructors’ teaching styles, and cultural considerations regarding the appropriateness of humor in educational settings.
Definitions of Terms
- Humor in Education: The use of jokes, storytelling, and lighthearted interactions to enhance learning experiences.
- Knowledge Retention: The ability of students to remember and apply information learned in academic and clinical settings.
- Student Engagement: The level of interest, participation, and motivation a student exhibits in the learning process.
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