Citation Information :
Subramanian P, Renuka K. A Study to Assess the Effectiveness of Memory-enhancement Technique (MET) on Memory Retention among Second Year BSc Nursing Students in Kasturba Gandhi Nursing College at Puducherry. 2021; 14 (3):59-61.
Background: Memory is the faculty of the brain by which the data information is encoded, stored, and retrieved when needed. Although investigations into human memory have been occurring for over 100 years, the basic factors of memory are still not understood. Factors, such as attention, acquisition, encoding of material, rehearsal, experience, and retrieval, are important determinants of memory ability. Without memory, there can be no learning, but many students have never learned nor have been taught any methods for increasing their memory abilities. Therefore, the purpose of this study was to test the effectiveness of memory-enhancement techniques (METs) teaching on nursing students.
Aims and objectives: To assess the memory retention among BSc Nursing second year students in a selected college at Puducherry, to evaluate the effectiveness of the memory-enhancement therapy in memory retention among BSc Nursing second year students at the college in Puducherry, and to associate the level of memory retention among BSc Nursing second year students with the selected demographic variables.
Materials and methods: A preexperimental research design was adopted for the study. A sample of 95 students from second year BSc Nursing was selected by using a convenient sampling technique. The pretest level of memory retention was assessed by using a multifactorial memory questionnaire. After the implementation of METs, the posttest level of memory retention was again assessed by using a multifactorial memory questionnaire.
Major findings: In pretest, out of 95 samples, the MMQ level, 4 (4.2%) had a below average, 69 (72.6%) had average, 14 (14.7) had above average, 5 (5.3%) had high, and 3 (3.2%) had very high MMQ level and in the posttest, 2 (2.1%) had below average, 54 (56.8%) had average, 18 (18.9%) had above average, 14 (14.7%) had high, and 7 (7.4%) had very high MMQ level. There was a significant difference between pretest and posttest levels of memory retention.
Conclusion: The study proves that METs are highly effective for students for recalling and improving the memory retention. The subjects in the research group expressed more satisfaction on using METs.
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