Abstract
This study has been attempted to investigate the effect of learner question-based instruction on nursing student's motivation and satisfaction. 120 nursing college students were recruited through convenience sampling in B University. A course focused on learners’ questions was conducted from March 3, 2015 to June 14, 2015, with information obtained through surveys that were collected a week before the start of the course and directly after the end of the 15-week course. The collected 112 data were analyzed with the SPSS 18.0. All learning motivations (t=-5.503, p<=.001) were statistically significant. The results of analyzing the subcategories constituting learning motivation were significant differences in attention (t=-5.731, p<.001), relationship (t=-4.799, p<.001), confidence (t=-2.476, p=.015) and satisfaction (t=-4.575, p<.001). There was a statistically significant difference in the learning satisfaction (t=-160.480, p<.001). This means that the subjects’ learning motivation and satisfaction are higher after 15 weeks of education. There was a highly positive correlation between the learning motivation and satisfaction (r=.406, p<.001). In the future, it is necessary to apply the learner question-based instruction in all the subjects as well as the major curriculum of the nursing field to induce active.
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