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Lee CT, Wang JY. Interactive audio human organ model combined with team-based learning improves the motivation and performance of nursing students in learning anatomy and physiology. ANATOMICAL SCIENCES EDUCATION 2024; 17:307-318. [PMID: 37885424 DOI: 10.1002/ase.2350] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/07/2023] [Revised: 08/19/2023] [Accepted: 10/14/2023] [Indexed: 10/28/2023]
Abstract
Among the basic medical sciences, anatomy and physiology (anatomy & physiology) is a fundamental subject for students majoring in nursing. Due to its diversity and difficulty, nursing students experience stress when studying it. Previous graduates generally presented lower achievements in anatomy & physiology than in other nursing-related subjects in the National Council Licensure Examination-Registered Nurse, indicating that anatomy & physiology education requires improvement. Accordingly, we examined the impact of innovative teaching on students' motivation and performance when learning anatomy & physiology through a quasi-experimental pre-/post-test design. For innovative teaching, we used the novel interactive audio human organ model, followed by team-based learning. The participants were 200 lower-grade students in the nursing department of a junior college in Taiwan, divided into two groups receiving innovative teaching (experimental group) or traditional teaching (control group). Questionnaire surveys were administered, and the collected data were statistically analyzed. The innovative teaching in anatomy & physiology improved learning motivation, especially in terms of affect, executive volition, and learning performance. The essential components of learning motivation, such as value, expectation, affect, and executive volition, were positively correlated with the reaction levels of learning performance. Regarding the improvement in academic performance, the experimental group performed significantly better than the control group. The use of innovative teaching in class enhances students' learning motivation and learning performance when studying anatomy & physiology. Interactive teaching aids enhance the enjoyment of learning anatomy & physiology while facilitating in-depth exploration of the human organs and systems.
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Affiliation(s)
- Ching-Tien Lee
- Department of Nursing, Hsin Sheng Junior College of Medical Care and Management, Taoyuan, Taiwan, R.O.C
- College of Nursing, School of Nursing, National Taipei University of Nursing and Health Sciences, Taipei, Taiwan, R.O.C
| | - Jiz-Yuh Wang
- Graduate Institute of Medicine, College of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan, R.O.C
- Department of Medical Research, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan, R.O.C
- Neuroscience Research Center, Kaohsiung Medical University, Kaohsiung, Taiwan, R.O.C
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Adhikari Yadav S, Poudel S, Pandey O, Jaiswal DP, Malla BP, Thakur BK, Gautam S, Pandey SR. Performance and preference of problem-based learning (PBL) and lecture-based classes among medical students of Nepal. F1000Res 2023; 11:183. [PMID: 38515509 PMCID: PMC10955184 DOI: 10.12688/f1000research.107103.3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/03/2023] [Indexed: 03/23/2024] Open
Abstract
Background: PBL (problem based learning) is new active learning educational strategy that has been extensively tested and used in recent years. Patan Academy of Health Sciences (PAHS) is one of medical schools from Nepal, a Low Income Country (LIC) implementing PBL for undergraduate medical education. This study aims to compare PAHS students' understanding and knowledge retention when taught through PBL and lecture-based classes and compare students' perceptions of PBL and lectures in medical education. Methods: This is a cross-sectional study of medical students of a PBL based medical school in Nepal, a non-Western low-income country. Ethical approval was given by the institutional research committee of the Patan Academy of Health Sciences. Understanding and knowledge retention was assessed with 50 vignette-based multiple-choice questions, half of which were taught through PBL sessions, and the remaining half were taught in didactic lectures during basic science years of medical school. A separate pre-validated perception questionnaire was used to assess students' preferences regarding PBL and lectures. Results: Out of 107 students, 99 participated in the understanding and knowledge retention questionnaires and 107 completed perception questionnaires. Understanding and knowledge retention of students was found to be the same for topics taught by PBL and lectures, with median scores of 17 and s16, respectively. PBL were mostly preferred for the physiology (59.81%), pathology (51.40%) and pharmacology (53.27%) concepts, and lectures were mostly preferred for the anatomy (78.50%), biochemistry (45.79%), and microbiology (42.99%) topics. Students wanted the same concepts to be taught through both PBL and lectures, especially for anatomy. Conclusions: Understanding and knowledge retention is the same for topics taught by either PBL or lectures during the basic science years of undergraduate medical education. Students prefer PBL for physiology, pathology, and pharmacology-related concepts, conventional didactic lecture for physiology and microbiology, and a combination of lecture and PBL sessions for anatomy.
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Affiliation(s)
| | | | - Oshna Pandey
- Patan Academy of Health Sciences, Kathmandu, Nepal
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Koto-Shimada K, Carandang RR, Shibanuma A, Kiriya J, Ong KIC, Touch S, Koy V, Jimba M. Understanding competency of nursing students in the course of case-based learning in Cambodia: a convergent mixed method study. BMC Nurs 2023; 22:265. [PMID: 37568231 PMCID: PMC10416455 DOI: 10.1186/s12912-023-01420-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2023] [Accepted: 07/24/2023] [Indexed: 08/13/2023] Open
Abstract
BACKGROUND In the last decade, nursing education has begun to reform to competency-based education worldwide, including in low-and middle-income countries. Case-Based Learning (CBL), an approach to delivering competency-based education, contributes to acquiring critical thinking competency, problem-solving, higher knowledge, professional value and attitude. However, it needs to be taught in a culturally appropriate manner. In Cambodia, CBL was initiated in a classroom and clinical practicum by faculty and preceptors who graduated from the upgrading course. This study examined the factors associated with the competency level of nursing students, explored the practice and perceptions of teaching-learning activities among students, faculty members and preceptors and assessed the coherence of qualitative and quantitative findings. METHODS This was a convergent, mixed methods study. Data were collected from eight educational institutions for quantitative and qualitative studies and seven hospitals for qualitative studies. From June to September 2019, a cross-sectional survey of nursing students in the third year of the three-year programme (n = 719), eight focus group discussions (FGDs; n = 55) with 6-8 members and 15 FGDs with faculty (n = 38) and clinical preceptors (n = 37) with 4-7 members were conducted to elicit the teaching-learning experience and perceptions. Multiple linear regression was performed to investigate the factors associated with student competency. Moreover, the study conducted thematic content analysis on the qualitative data. The integrated analysis was presented as side-by-side joint displays. RESULTS First, the quantitative and qualitative findings confirmed each other 's CBL learning experiences. Students had higher levels of nursing competencies if they had CBL experiences, both in the classroom and clinical practicum, both in a group manner. Next, the quantitative and qualitative findings complemented students' academic satisfaction with the teaching by faculty members and preceptors. Finally, the quantitative and qualitative findings were expanded to explain students' academic satisfaction with the programme. CONCLUSIONS The finding of CBL experiences in a group and students' satisfaction with faculty members' and preceptors' teaching improved nursing students' competency development. Meanwhile, students' satisfaction with the design and delivery of the educational programme provides implications for policy level to narrow the theory and practice gaps in low- and middle-income countries.
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Affiliation(s)
- Kyoko Koto-Shimada
- Department of Community and Global Health, School of International Health, Graduate School of Medicine, The University of Tokyo, 7-3-1 Hongo, Bunkyoku, Tokyo, 113-0033 Japan
| | - Rogie Royce Carandang
- Department of Public Health Sciences, University of Connecticut School of Medicine, 263 Farmington Avenue, Farmington, Storrs, Connecticut, 06030-6325 USA
| | - Akira Shibanuma
- Department of Community and Global Health, School of International Health, Graduate School of Medicine, The University of Tokyo, 7-3-1 Hongo, Bunkyoku, Tokyo, 113-0033 Japan
| | - Junko Kiriya
- Department of Community and Global Health, School of International Health, Graduate School of Medicine, The University of Tokyo, 7-3-1 Hongo, Bunkyoku, Tokyo, 113-0033 Japan
| | - Ken Ing Cherng Ong
- Department of Community and Global Health, School of International Health, Graduate School of Medicine, The University of Tokyo, 7-3-1 Hongo, Bunkyoku, Tokyo, 113-0033 Japan
| | - Sokneang Touch
- Department of Human Resource Development, Ministry of Health Cambodia, No:80, Samdach Penh Nouth Blvd (289), Sankat Beoungkak 2, Tuol Kork District, Phnom Penh, Cambodia
| | - Virya Koy
- Department of Hospital Service, Ministry of Health Cambodia, No:80, Samdach Penh Nouth Blvd (289), Sankat Beoungkak 2, Tuol Kork District, Phnom Penh, Cambodia
| | - Masamine Jimba
- Department of Community and Global Health, School of International Health, Graduate School of Medicine, The University of Tokyo, 7-3-1 Hongo, Bunkyoku, Tokyo, 113-0033 Japan
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Grotegut L, Klingsieck KB. Wie können unterschiedliche Aspekte diagnostischer Kompetenz gefördert werden? ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2022. [DOI: 10.1024/1010-0652/a000352] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Zusammenfassung. Eine gut ausgebildete diagnostische Kompetenz von Lehrpersonen ist eine wesentliche Voraussetzung für gelingenden Unterricht und trägt maßgeblich zur akademischen und persönlichen Entwicklung von Schülern bei. Häufig sind Lehrpersonen jedoch nur bedingt dazu in der Lage, Schülermerkmale wie Leistung, Motivation oder Ängstlichkeit adäquat zu beurteilen. Eine Förderung der diagnostischen Kompetenz sollte bereits während des Studiums stattfinden, um Lehrpersonen früh auf diagnostische Situationen in der Schulpraxis vorzubereiten und negative Konsequenzen möglicher pädagogischer Fehlentscheidungen zu vermeiden. Dieser Beitrag vergleicht eine lehrendenzentrierte, eine problembasierte und eine digitale, simulationsbasierte Maßnahme zur Förderung unterschiedlicher Aspekte diagnostischer Kompetenz an einer Stichprobe von N = 166 Lehramtsstudierenden im Hinblick auf ihre Wirksamkeit. Es zeigen sich insbesondere Vorteile der simulationsbasierten Fördermaßnahme in den Bereichen intrinsische Motivation und Interesse sowie Nachteile der lehrendenzentrierten Maßnahme im Bereich des Wissens um das systematische Vorgehen im diagnostischen Prozess und der problembasierten Maßnahme im Bereich des Extraneous Cognitive Load. Die Ergebnisse werden insbesondere im Hinblick auf ihre praktischen Implikationen im Rahmen der Lehrerbildung und zunehmend digitalisierter Lehre diskutiert.
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Effectiveness of a Problem-Based Geropsychiatric Nursing Clinical Internship Program. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19074318. [PMID: 35409998 PMCID: PMC8998203 DOI: 10.3390/ijerph19074318] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/19/2022] [Revised: 03/31/2022] [Accepted: 04/02/2022] [Indexed: 02/01/2023]
Abstract
Clinical internships that effectively incorporate the care of older adults with mental health disorders are sparse in many countries, including Taiwan. This study investigated the effectiveness of a problem-based geropsychiatric clinical internship program for nursing students in Taiwan. We conducted a quasi-experimental study among 126 nursing students. Experimental and control groups received problem-based geropsychiatric and general psychiatric practice sessions, respectively. Knowledge, attitude, skills, and self-reflection were evaluated before (T1) and after (T2) measurements. There were no significant differences between the groups in knowledge, attitude, skills, and self-reflection at T1. At T2, knowledge was significantly higher in the experimental group (t = 2.39, p = 0.02). Attitude, skills, and self-reflection ability did not differ between the groups at T2. Our results showed that clinical problem-based approaches can be applied in geropsychiatric mental health nursing internship programs. The problem-based approach was helpful in improving nursing students' knowledge about psychiatric symptoms and the health problems of older adults with mental illness. However, it did not significantly enhance or change the attitudes, skills, or the ability to self-reflect among students.
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Stoehr F, Müller L, Brady AP, Catalano C, Mildenberger P, Mähringer-Kunz A, Hahn F, Düber C, Celik E, Diehl E, Dietz P, Pinto Dos Santos D, Kloeckner R. Online teaching in radiology as a pilot model for modernizing medical education: results of an international study in cooperation with the ESR. Insights Imaging 2021; 12:141. [PMID: 34665353 PMCID: PMC8524216 DOI: 10.1186/s13244-021-01092-5] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2021] [Accepted: 08/31/2021] [Indexed: 11/24/2022] Open
Abstract
BACKGROUND Due to the outbreak of the coronavirus disease 2019 (COVID-19), it proved necessary to rapidly change medical education from on-site to online teaching. Thus, medical educators were forced to rethink the purpose of teaching and the best form of transmission of knowledge. In cooperation with the European Society of Radiology (ESR), we investigated the attitudes of radiologists in Europe and North America toward innovative online teaching concepts. METHODS In total, 224 radiologists from 31 different countries participated in our cross-sectional, web-based survey study. On a 7-point Likert scale, participants had to answer 27 questions about the online teaching situation before/during the pandemic, technical and social aspects of online teaching and the future role of online teaching in radiology. RESULTS An overwhelming majority stated that radiology is particularly well-suited for online teaching (91%), that online teaching should play a more prominent role after the pandemic (73%) and that lecturers should be familiar with online teaching techniques (89%). Difficulties include a higher workload in preparing online courses (59%), issues with motivating students to follow online courses (56%) and the risk of social isolation (71%). Before the pandemic, only 12% of teaching was provided online; for the future, our participants deemed a proportion of approximately 50% online teaching appropriate. CONCLUSION Our participants are open-minded about online teaching in radiology. As the best way of transferring knowledge in medical education is still unclear, online teaching offers potential for innovation in radiology education. To support online teaching development, a structured, framework-based "online curriculum" should be established.
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Affiliation(s)
- Fabian Stoehr
- Department of Diagnostic and Interventional Radiology, University Medical Center of the Johannes Gutenberg-University Mainz, Langenbeckst. 1, 55131, Mainz, Germany
| | - Lukas Müller
- Department of Diagnostic and Interventional Radiology, University Medical Center of the Johannes Gutenberg-University Mainz, Langenbeckst. 1, 55131, Mainz, Germany
| | - Adrian P Brady
- Radiology Department, Mercy University Hospital, Grenville Pl, Centre, Cork, T12 WE28, Ireland
- Department of Radiology, School of Medicine, University College Cork, Gaol Walk, Cork, T12 YN60, Ireland
| | - Carlo Catalano
- Department of Radiological Sciences, Oncology and Anatomical Pathology, Sapienza University of Rome, Piazzale Aldo Moro, 5, 00185, Rome, Italy
| | - Peter Mildenberger
- Department of Diagnostic and Interventional Radiology, University Medical Center of the Johannes Gutenberg-University Mainz, Langenbeckst. 1, 55131, Mainz, Germany
| | - Aline Mähringer-Kunz
- Department of Diagnostic and Interventional Radiology, University Medical Center of the Johannes Gutenberg-University Mainz, Langenbeckst. 1, 55131, Mainz, Germany
| | - Felix Hahn
- Department of Diagnostic and Interventional Radiology, University Medical Center of the Johannes Gutenberg-University Mainz, Langenbeckst. 1, 55131, Mainz, Germany
| | - Christoph Düber
- Department of Diagnostic and Interventional Radiology, University Medical Center of the Johannes Gutenberg-University Mainz, Langenbeckst. 1, 55131, Mainz, Germany
| | - Erkan Celik
- Department of Radiology, University Hospital Cologne, Kerpener St. 62, 50937, Cologne, Germany
| | - Elisabeth Diehl
- Institute of Occupational, Social and Environmental Medicine, University Medical Center of the University of Mainz, Langenbeckst. 1, 55131, Mainz, Germany
| | - Pavel Dietz
- Institute of Occupational, Social and Environmental Medicine, University Medical Center of the University of Mainz, Langenbeckst. 1, 55131, Mainz, Germany
| | - Daniel Pinto Dos Santos
- Department of Radiology, University Hospital Cologne, Kerpener St. 62, 50937, Cologne, Germany
| | - Roman Kloeckner
- Department of Diagnostic and Interventional Radiology, University Medical Center of the Johannes Gutenberg-University Mainz, Langenbeckst. 1, 55131, Mainz, Germany.
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Stoehr F, Müller L, Brady A, Trilla A, Mähringer-Kunz A, Hahn F, Düber C, Becker N, Wörns MA, Chapiro J, Hinrichs JB, Akata D, Ellmann S, Huisman M, Koff D, Brinkmann S, Bamberg F, Zimmermann O, Traikova NI, Marquardt JU, Chang DH, Rengier F, Auer TA, Emrich T, Muehler F, Schmidberger H, Baeßler B, dos Santos DP, Kloeckner R. How COVID-19 kick-started online learning in medical education-The DigiMed study. PLoS One 2021; 16:e0257394. [PMID: 34547031 PMCID: PMC8454930 DOI: 10.1371/journal.pone.0257394] [Citation(s) in RCA: 54] [Impact Index Per Article: 18.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2021] [Accepted: 09/01/2021] [Indexed: 11/20/2022] Open
Abstract
BACKGROUND The coronavirus disease 2019 (COVID-19) pandemic led to far-reaching restrictions of social and professional life, affecting societies all over the world. To contain the virus, medical schools had to restructure their curriculum by switching to online learning. However, only few medical schools had implemented such novel learning concepts. We aimed to evaluate students' attitudes to online learning to provide a broad scientific basis to guide future development of medical education. METHODS Overall, 3286 medical students from 12 different countries participated in this cross-sectional, web-based study investigating various aspects of online learning in medical education. On a 7-point Likert scale, participants rated the online learning situation during the pandemic at their medical schools, technical and social aspects, and the current and future role of online learning in medical education. RESULTS The majority of medical schools managed the rapid switch to online learning (78%) and most students were satisfied with the quantity (67%) and quality (62%) of the courses. Online learning provided greater flexibility (84%) and led to unchanged or even higher attendance of courses (70%). Possible downsides included motivational problems (42%), insufficient possibilities for interaction with fellow students (67%) and thus the risk of social isolation (64%). The vast majority felt comfortable using the software solutions (80%). Most were convinced that medical education lags behind current capabilities regarding online learning (78%) and estimated the proportion of online learning before the pandemic at only 14%. In order to improve the current curriculum, they wish for a more balanced ratio with at least 40% of online teaching compared to on-site teaching. CONCLUSION This study demonstrates the positive attitude of medical students towards online learning. Furthermore, it reveals a considerable discrepancy between what students demand and what the curriculum offers. Thus, the COVID-19 pandemic might be the long-awaited catalyst for a new "online era" in medical education.
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Affiliation(s)
- Fabian Stoehr
- Department of Diagnostic and Interventional Radiology, University Medical Center of the Johannes Gutenberg-University Mainz, Mainz, Germany
| | - Lukas Müller
- Department of Diagnostic and Interventional Radiology, University Medical Center of the Johannes Gutenberg-University Mainz, Mainz, Germany
| | - Adrian Brady
- Radiology Department, Mercy University Hospital, Cork, Ireland
- Department of Radiology, School of Medicine, University College Cork, Cork, Ireland
| | - Antoni Trilla
- Preventive Medicine and Epidemiology, Hospital Clínic of Barcelona Hospital, Barcelona, Spain
| | - Aline Mähringer-Kunz
- Department of Diagnostic and Interventional Radiology, University Medical Center of the Johannes Gutenberg-University Mainz, Mainz, Germany
| | - Felix Hahn
- Department of Diagnostic and Interventional Radiology, University Medical Center of the Johannes Gutenberg-University Mainz, Mainz, Germany
| | - Christoph Düber
- Department of Diagnostic and Interventional Radiology, University Medical Center of the Johannes Gutenberg-University Mainz, Mainz, Germany
| | - Nicole Becker
- Center for Quality Assurance and Development, Johannes Gutenberg-University Mainz, Mainz, Germany
| | - Marcus-Alexander Wörns
- Department of Internal Medicine I, University Medical Center of the Johannes Gutenberg-University, Mainz, Germany
| | - Julius Chapiro
- Department of Radiology & Biomedical Imaging, Yale School of Medicine, New Haven, CT, United States of America
| | - Jan Bernd Hinrichs
- Institute for Diagnostic and Interventional Radiology, Hannover Medical School, Hannover, Germany
| | - Deniz Akata
- Department of Radiology, Hacettepe University Faculty of Medicine, Altındağ, Ankara, Turkey
| | - Stephan Ellmann
- Institute of Radiology, University of Erlangen-Nuremberg, Erlangen, Germany
| | - Merel Huisman
- Institute of Radiology, Meander Medical Center, Amersfoort, Utrecht, Netherlands
| | - David Koff
- Department of Radiology, McMaster University, Hamilton, ON, Canada
| | - Sebastian Brinkmann
- Department of General, Visceral, Tumor and Transplantation Surgery, University Hospital Cologne, Cologne, Germany
| | - Fabian Bamberg
- Department of Radiology, Medical Center—University of Freiburg, Freiburg, Germany
| | | | | | - Jens U. Marquardt
- Department of Internal Medicine 1, University Hospital Schleswig-Holstein (UKSH), Lübeck, Germany
| | - D.-H. Chang
- Department of Radiology, Heidelberg University Hospital, Heidelberg, Germany
| | - Fabian Rengier
- Department of Radiology, Heidelberg University Hospital, Heidelberg, Germany
| | - Timo A. Auer
- Department of Radiology, Charité–Universitätsmedizin Berlin, corporate member of Freie Universität Berlin, Humboldt-Universität zu Berlin and Berlin Institute of Health, Berlin, Germany
| | - Tilman Emrich
- Department of Diagnostic and Interventional Radiology, University Medical Center of the Johannes Gutenberg-University Mainz, Mainz, Germany
- Division of Cardiovascular Imaging, Department of Radiology and Radiological Science, Medical University of South Carolina, Charleston, SC, United States of America
- German Centre for Cardiovascular Research, Partner site Rhine-Main, Mainz, Germany
| | | | - Heinz Schmidberger
- Department of Radiation Oncology, University Medical Center of the Johannes Gutenberg-University Mainz, Mainz, Germany
| | - Bettina Baeßler
- Institute of Diagnostic and Interventional Radiology, University Hospital Zurich, Zurich, Switzerland
| | | | - Roman Kloeckner
- Department of Diagnostic and Interventional Radiology, University Medical Center of the Johannes Gutenberg-University Mainz, Mainz, Germany
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Son HK. Effects of S-PBL in Maternity Nursing Clinical Practicum on Learning Attitude, Metacognition, and Critical Thinking in Nursing Students: A Quasi-Experimental Design. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17217866. [PMID: 33121028 PMCID: PMC7663222 DOI: 10.3390/ijerph17217866] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/13/2020] [Revised: 10/23/2020] [Accepted: 10/24/2020] [Indexed: 11/16/2022]
Abstract
Due to the coronavirus disease (COVID-19) pandemic, there are many restrictions in effect in clinical nursing practice. Since effective educational strategies are required to enhance nursing students' competency in clinical practice, this study sought to evaluate the effectiveness of simulation problem-based learning (S-PBL). A quasi-experimental control group pretest-post-test design was used. Nursing students were allocated randomly to the control group (n = 31) and the experimental group (n = 47). Students in the control group participated in a traditional maternity clinical practicum for a week, while students in the experimental group participated S-PBL for a week. The students in the experimental group were trained in small groups using a childbirth patient simulator (Gaumard® Noelle® S554.100, Miami, USA) based on a standardized scenario related to obstetric care. The students' learning attitude, metacognition, and critical thinking were then measured via a self-reported questionnaire. Compared with the control group, the pre-post difference in learning attitude and critical thinking increased significantly (p < 0.01) in the experimental group. S-PBL was found to be an effective strategy for improving nursing students' learning transfer. Thus, S-PBL that reflects various clinical situations is recommended to improve the training in maternal health nursing.
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Affiliation(s)
- Hae Kyoung Son
- College of Nursing, Eulji University, Seongnam 13135, Korea
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Mrayan L, Al-Motlaq M, Abuidhail J, Abujilban S. Teaching Midwifery Module to Male Undergraduate Nursing Students: Case Report in Jordan. Florence Nightingale Hemsire Derg 2020; 28:359-363. [PMID: 34263215 PMCID: PMC8134020 DOI: 10.5152/fnjn.2020.19192] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2019] [Accepted: 05/28/2020] [Indexed: 11/22/2022] Open
Abstract
This case report presented our experience of teaching male student nurses a midwifery course. The aim was to present the teaching experience of midwifery module to male undergraduate nursing students at the School of Nursing at The Hashemite University. In teaching a midwifery course, an educational approach has been adopted, focusing on a more holistic perspective of the problem in its own contextual nursing environment. Using Problem Based Learning (PBL) as a model of education instead of the traditional way of teaching played a major role in overcoming the challenges of involving male students in midwifery module education in Jordanian conservative culture.
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Affiliation(s)
- Lina Mrayan
- Department of Maternal, Child and Family Health Care Nursing, The Hashemite University Faculty of Nursing, Zarqa, Jordan
| | - Mohammad Al-Motlaq
- Department of Maternal, Child and Family Health Care Nursing, The Hashemite University Faculty of Nursing, Zarqa, Jordan
| | - Jamila Abuidhail
- Department of Maternal, Child and Family Health Care Nursing, The Hashemite University Faculty of Nursing, Zarqa, Jordan
| | - Sanaa Abujilban
- Department of Maternal, Child and Family Health Care Nursing, The Hashemite University Faculty of Nursing, Zarqa, Jordan
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Chaturvedi S, Elmahdi AE, Abdelmonem AM, Haralur SB, Alqahtani NM, Suleman G, Sharif RA, Gurumurthy V, Alfarsi MA. Predoctoral dental implant education techniques-students' perception and attitude. J Dent Educ 2020; 85:392-400. [PMID: 33067837 DOI: 10.1002/jdd.12453] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2020] [Revised: 09/10/2020] [Accepted: 09/25/2020] [Indexed: 11/11/2022]
Abstract
PURPOSE Dental implant (DI) therapy is in high demand and can only be rendered efficiently to graduating dentists by effective teaching methodologies. This study aimed to assess the perceptions and attitudes of dental graduates towards predoctoral DI education techniques and rehabilitation by DI. METHODS A total of 26 well-structured questionnaires were distributed to 120 final-year students. Modified advanced teaching methodologies such as e-learning, small-group teaching-problem-based learning (SGT-PBL), and team-based learning were implemented for teaching DI. Its effects were assessed using a questionnaire set: the first section (DI Rehabilitation) with 12 questions and the second (DI teaching methods) with 14 questions. Statistical analysis was done using the Chi-square test, and a P-value < 0.05 was considered statistically significant. RESULTS The response rate was 95.83%. Seventy-five percent of the students recommended DI for patients, and 78% of them agreed to it themselves. On comparing teaching methods for DI, on and before level 12, small-group teaching (PBL) was significantly at a higher proportion (P = 0.002), followed by seminars (P < 0.001). Students preferred small-group teaching PBL (60%), followed by e-learning (15%) and demonstration (10%). Ninety-two percent of the students agreed that DI is an important subject in the "bachelor of dental surgery" (BDS) program, but 78% of them felt that time was insufficient to complete the DI syllabus. CONCLUSIONS The modified teaching methodologies used at level 12 for teaching DI enhanced students' interest and knowledge. The SGT-PBL teaching method was the most preferred. It is recommended that dental implantology topics should be started early in the undergraduate curriculum, and the topics should be widely divided throughout BDS.
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Affiliation(s)
- Saurabh Chaturvedi
- Department of Prosthetic Dentistry, College of Dentistry, King Khalid University, Abha, Saudi Arabia
| | - Asim Elsir Elmahdi
- Department of Prosthetic Dentistry, College of Dentistry, King Khalid University, Abha, Saudi Arabia
| | - Adel M Abdelmonem
- Department of Prosthetic Dentistry, College of Dentistry, King Khalid University, Abha, Saudi Arabia
| | - Satheesh B Haralur
- Department of Prosthetic Dentistry, College of Dentistry, King Khalid University, Abha, Saudi Arabia
| | - Nasser M Alqahtani
- Department of Prosthetic Dentistry, College of Dentistry, King Khalid University, Abha, Saudi Arabia
| | - Ghazala Suleman
- Department of Prosthetic Dentistry, College of Dentistry, King Khalid University, Abha, Saudi Arabia
| | - Rania A Sharif
- Department of Prosthetic Dentistry, College of Dentistry, King Khalid University, Abha, Saudi Arabia
| | - Vishwanath Gurumurthy
- Department of Dental Technology, College of Applied Medical Sciences, King Khalid University, Abha, Saudi Arabia
| | - Mohammed A Alfarsi
- Department of Prosthetic Dentistry, College of Dentistry, King Khalid University, Abha, Saudi Arabia
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Salari M, Roozbehi A, Zarifi A, Tarmizi RA. Pure PBL, Hybrid PBL and Lecturing: which one is more effective in developing cognitive skills of undergraduate students in pediatric nursing course? BMC MEDICAL EDUCATION 2018; 18:195. [PMID: 30097035 PMCID: PMC6086017 DOI: 10.1186/s12909-018-1305-0] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/17/2018] [Accepted: 07/30/2018] [Indexed: 05/25/2023]
Abstract
BACKGROUND Nursing education in Iran has conventionally focused on lecture-based strategies. Improvements in teaching and learning over the years have led to an expansion of the pedagogies available to educators. Likewise, there has been a suggestion for a move toward more learner-centered teaching strategies and pedagogies that can result in improvement in learning. This study was undertaken to investigate the effects of Problem-Based Learning in developing cognitive skills in learning Pediatric Nursing among university students. METHODS In this quasi-experimental, posttest-only nonequivalent control group design, the subjects were undergraduate students who had enrolled in Pediatric Nursing II at Islamic Azad University in Iran. The experiment was conducted over a period of eight weeks, one two-hour session and two two-hour sessions. Two experimental groups, Pure Problem-Based Learning (PPBL) and the Hybrid Problem- Based Learning (HPBL), and one Lecturing or Conventional Teaching and Learning (COTL) group were involved. In the PPBL group, PBL method with guided questions and a tutor, and in the HPBL group, problem-based learning method, some guided questions, minimal lecturing and a tutor were used. The COTL group, however, underwent learning using conventional instruction utilizing full lecture. The three groups were compared on cognitive performances, namely, test performance, mental effort, and instructional efficiency. Two instruments, i.e., Pediatric Nursing Performance Test (PNPT) and Paas Mental Effort Rating Scale (PMER) were used. In addition, the two-Dimensional Instructional Efficiency Index (IEI) formula was utilized. The statistical analyses used were ANOVA, ANCOVA, and mixed between-within subjects ANOVA. RESULTS Results showed that the PPBL and HPBL instructional methods, in comparison with COTL, enhanced the students' overall and higher-order performances in Pediatric Nursing, and induced higher level of instructional efficiency with less mental effort (p < 0.005). Although there was no significant difference in lower-order performance among the groups during the posttest (p = 0.92), the HPBL group outperformed the COTL group on the delayed posttest (p = 0.028). CONCLUSIONS It may be concluded that both forms of PBL were effective for learning Pediatric Nursing. Moreover, PBL appears to be useful where there are shortages of instructors for handling teaching purposes.
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Affiliation(s)
- Mohsen Salari
- Nursing Department, School of Nursing, Yasuj University of Medical Sciences, Yasuj, Iran
| | - Amrollah Roozbehi
- Education Development Center, School of Medicine, Yasuj University of Medical Sciences, Yasuj, Iran
| | - Abdolvahed Zarifi
- English Language Department, Faculty of Humanities, Yasouj University, Yasouj, Iran
| | - Rohani Ahmad Tarmizi
- Faculty of Educational Studies, University Putra Malaysia, Serdang, Selangor Malaysia
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Viljoen CA, Scott Millar R, Engel ME, Shelton M, Burch V. Is computer-assisted instruction more effective than other educational methods in achieving ECG competence among medical students and residents? Protocol for a systematic review and meta-analysis. BMJ Open 2017; 7:e018811. [PMID: 29282268 PMCID: PMC5988085 DOI: 10.1136/bmjopen-2017-018811] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/11/2022] Open
Abstract
INTRODUCTION Although ECG interpretation is an essential skill in clinical medicine, medical students and residents often lack ECG competence. Novel teaching methods are increasingly being implemented and investigated to improve ECG training. Computer-assisted instruction is one such method under investigation; however, its efficacy in achieving better ECG competence among medical students and residents remains uncertain. METHODS AND ANALYSIS This article describes the protocol for a systematic review and meta-analysis that will compare the effectiveness of computer-assisted instruction with other teaching methods used for the ECG training of medical students and residents. Only studies with a comparative research design will be considered. Articles will be searched for in electronic databases (PubMed, Scopus, Web of Science, Academic Search Premier, CINAHL, PsycINFO, Education Resources Information Center, Africa-Wide Information and Teacher Reference Center). In addition, we will review citation indexes and conduct a grey literature search. Data extraction will be done on articles that met the predefined eligibility criteria. A descriptive analysis of the different teaching modalities will be provided and their educational impact will be assessed in terms of effect size and the modified version of Kirkpatrick framework for the evaluation of educational interventions. This systematic review aims to provide evidence as to whether computer-assisted instruction is an effective teaching modality for ECG training. It is hoped that the information garnered from this systematic review will assist in future curricular development and improve ECG training. ETHICS AND DISSEMINATION As this research is a systematic review of published literature, ethical approval is not required. The results will be reported according to the Preferred Reporting Items for Systematic Review and Meta-Analysis statement and will be submitted to a peer-reviewed journal. The protocol and systematic review will be included in a PhD dissertation. PROSPERO REGISTRATION NUMBER CRD42017067054; Pre-results.
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Affiliation(s)
- Charle André Viljoen
- Division of Cardiology, Groote Schuur Hospital, University of Cape Town, Cape Town, South Africa
| | - Rob Scott Millar
- Division of Cardiology, Groote Schuur Hospital, University of Cape Town, Cape Town, South Africa
| | - Mark E Engel
- Department of Medicine, Groote Schuur Hospital, University of Cape Town, Cape Town, South Africa
| | - Mary Shelton
- Health Sciences Library, University of Cape Town, Cape Town, South Africa
| | - Vanessa Burch
- Department of Medicine, Groote Schuur Hospital, University of Cape Town, Cape Town, South Africa
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Yardimci F, Bektaş M, Özkütük N, Muslu GK, Gerçeker GÖ, Başbakkal Z. A study of the relationship between the study process, motivation resources, and motivation problems of nursing students in different educational systems. NURSE EDUCATION TODAY 2017; 48:13-18. [PMID: 27697677 DOI: 10.1016/j.nedt.2016.09.017] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/02/2016] [Revised: 09/08/2016] [Accepted: 09/21/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND The study process is related to students' learning approaches and styles. Motivation resources and problems determine students' internal, external, and negative motivation. Analyzing the study process and motivation of students yields important indications about the nature of educational systems in higher education. OBJECTIVES This study aims to analyze the relationship between the study process, and motivation resources and problems with regard to nursing students in different educational systems in Turkey and to reveal their effects according to a set of variables. DESIGN This is a descriptive, cross-sectional and correlational study. SETTINGS Traditional, integrated and problem-based learning (PBL) educational programs for nurses involving students from three nursing schools in Turkey. PARTICIPANTS Nursing students (n=330). METHODS The data were collected using the Study Process Questionnaire (R-SPQ-2F) and the Motivation Resources and Problems (MRP) Scale. RESULTS A statistically significant difference was found between the scores on the study process scale, and motivation resources and problems scale among the educational systems. This study determined that the mean scores of students in the PBL system on learning approaches, intrinsic motivation and negative motivation were higher. A positive significant correlation was found between the scales. CONCLUSIONS The study process, and motivation resources and problems were found to be affected by the educational system. This study determined that the PBL educational system more effectively increases students' intrinsic motivation and helps them to acquire learning skills.
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Affiliation(s)
- Figen Yardimci
- Ege University Faculty of Nursing, Pediatric Nursing Department, Bornova, Izmir, Turkey.
| | - Murat Bektaş
- Dokuz Eylül University Faculty of Nursing, Pediatric Nursing Department, Izmir, Turkey.
| | - Nilay Özkütük
- Ege University Faculty of Nursing, Bornova, Izmir, Turkey.
| | - Gonca Karayağız Muslu
- Muğla Sıtkı Koçman University, Fethiye Health School, Pediatric Nursing Department, Fethiye, Muğla, Turkey.
| | - Gülçin Özalp Gerçeker
- Dokuz Eylül University Faculty of Nursing, Pediatric Nursing Department, Izmir, Turkey.
| | - Zümrüt Başbakkal
- Ege University Faculty of Nursing, Pediatric Nursing Department, Bornova, Izmir, Turkey.
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Gönc V, Lorber M, Nerat J. Kakovost problemov, obravnavanih pri problemskem učenju: ocena študentov zdravstvene nege. OBZORNIK ZDRAVSTVENE NEGE 2016. [DOI: 10.14528/snr.2016.50.3.113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Uvod: Z vpeljavo problemskega učenja se je spremenil kontekst učenja. Z uporabo kakovostnih problemov v okviru problemskega učenja se spodbuja kritično mišljenje, skupinske interakcije, uporaba teorije v praksi. Namen raziskave je bil ugotoviti oceno študentov zdravstvene nege glede kakovosti problemov, obravnavanih v okviru problemskega učenja. Metode: Uporabljeno je bilo kvantitativno neeksperimentalno raziskovanje, podatki so bili zbrani s tehniko anketiranja. V raziskavi je sodelovalo 196 študentov zdravstvene nege. Za obdelavo podatkov je bila uporabljena deskriptivna statistika, t-test in korelacijska analiza. Statistično značilnost smo preverjali na ravni 5% tveganja. Rezultati: Povprečne ocene vseh trditev, ki so se nanašale na oceno kakovosti problemov, obravnavanih v okviru problemskega učenja, so bile visoke ( > 4 od 5). Glede na način študija zdravstvene nege (redni, izredni študij) (t = –1,333, p = 0,558) in spol (t = 0,236, p = 0,354) ne prihaja do razlik v oceni kakovosti obravnavanih problemov. Ugotovljene so bile razlike v oceni kakovosti obravnavanih problemov glede na zaposlenost v zdravstvu (t = 2,109, p = 0,04) ter pozitivna šibka povezanost (r = 0,190, p = 0,002) med starostjo in oceno kakovosti obravnavanih problemov. Diskusija in zaključek: Raziskava pokaže visoko oceno kakovosti problemov, obravnavanih v okviru problemskega učenja, s čimer se pri študentih spodbuja samousmerjeno učenje, povečuje zanimanje za učno enoto in izboljšujejo motivacija za delo, komunikacijske spretnosti ter kritično razmišljanje. Nadaljnje raziskave bi bilo smiselno usmeriti v spremljanje vpliva problemskega učenja na učne izide ter uvedbo problemskega učenja v vse učne enote v okviru študija zdravstvene nege.
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Orique SB, McCarthy MA. Critical Thinking and the Use of Nontraditional Instructional Methodologies. J Nurs Educ 2016; 54:455-9. [PMID: 26230166 DOI: 10.3928/01484834-20150717-06] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2014] [Accepted: 03/09/2015] [Indexed: 11/20/2022]
Abstract
BACKGROUND The purpose of this study was to examine the relationship between critical thinking and the use of concept mapping (CM) and problem-based learning (PBL) during care plan development. METHOD A quasi-experimental study with a pretest-posttest design was conducted using a convenience sample (n = 49) of first-semester undergraduate baccalaureate nursing students. Critical thinking was measured using the Holistic Critical Thinking Scoring Rubric. Data analysis consisted of a repeated measures analysis of variance with post hoc mean comparison tests using the Bonferroni method. RESULTS Findings indicated that mean critical thinking at phase 4 (CM and PBL) was significantly higher, compared with phase 1 (baseline), phase 2 (PBL), and phase 3 (CM [p < 0.001]). CONCLUSION The results support the utilization of nontraditional instructional (CM and PBL) methodologies in undergraduate nursing curricula.
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Giva KRN, Duma SE. Characteristics and critical success factors for implementing problem-based learning in a human resource-constrained country. Curationis 2015; 38:1283. [PMID: 26841911 PMCID: PMC6091567 DOI: 10.4102/curationis.v38i1.1283] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2014] [Revised: 06/09/2015] [Accepted: 05/27/2015] [Indexed: 11/25/2022] Open
Abstract
BACKGROUND Problem-based learning (PBL) was introduced in Malawi in 2002 in order to improve the nursing education system and respond to the acute nursing human resources shortage. However, its implementation has been very slow throughout the country. OBJECTIVES The objectives of the study were to explore and describe the goals that were identified by the college to facilitate the implementation of PBL, the resources of the organisation that facilitated the implementation of PBL, the factors related to sources of students that facilitated the implementation of PBL, and the influence of the external system of the organisation on facilitating the implementation of PBL, and to identify critical success factors that could guide the implementation of PBL in nursing education in Malawi. METHOD This is an ethnographic, exploratory and descriptive qualitative case study. Purposive sampling was employed to select the nursing college, participants and documents for review.Three data collection methods, including semi-structured interviews, participant observation and document reviews, were used to collect data. The four steps of thematic analysis were used to analyse data from all three sources. RESULTS Four themes and related subthemes emerged from the triangulated data sources. The first three themes and their subthemes are related to the characteristics related to successful implementation of PBL in a human resource-constrained nursing college, whilst the last theme is related to critical success factors that contribute to successful implementation of PBL in a human resource-constrained country like Malawi. CONCLUSION This article shows that implementation of PBL is possible in a human resource-constrained country if there is political commitment and support.
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Affiliation(s)
| | - Sinegugu E Duma
- Division of Nursing and Midwifery, Department of Health and Rehabilitation Sciences, University of Cape Town.
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Kang KA, Kim S, Kim SJ, Oh J, Lee M. Comparison of knowledge, confidence in skill performance (CSP) and satisfaction in problem-based learning (PBL) and simulation with PBL educational modalities in caring for children with bronchiolitis. NURSE EDUCATION TODAY 2015; 35:315-21. [PMID: 25456258 DOI: 10.1016/j.nedt.2014.10.006] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2014] [Revised: 09/30/2014] [Accepted: 10/14/2014] [Indexed: 05/27/2023]
Abstract
BACKGROUND In most nursing curricula, simulation and problem-based learning (PBL) are used separately as individual learning methods. Nursing educators are in a unique position to improve students' clinical performance and critical thinking skills by utilizing varied educational modalities. PURPOSE This study attempted to compare changes in nursing students' knowledge, confidence in skill performance (CSP), and satisfaction resulting from training using three educational modalities. PARTICIPANTS Data from a convenient sample of 205 senior nursing students from three nursing schools in Seoul and Chuncheon, South Korea, was obtained between September 1 and December 10, 2013. METHODS This comparison study used three groups: the PBL group, simulation with the PBL group, and the control group. For data analysis, descriptive statistics, paired t-test, one-way ANOVA, and post-hoc tests (Duncan test) were performed. RESULTS No significant difference in the students' baseline knowledge of patient care for patients with bronchiolitis was found. There were significant differences in the mean scores of knowledge (F=14.718, p<.001), CSP (F=12.693, p<.001), and students' satisfaction (F=93.471, p<.001) among the three groups. CONCLUSION The positive impact of PBL and a combined learning method in this study suggests that it can be an effective approach in pediatric nursing practice. These results provide a much-needed template and starting point for educators introducing active learning approaches for pediatric nursing courses.
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Affiliation(s)
- Kyung-Ah Kang
- Department of Nursing, Sahmyook University, Seoul, South Korea
| | - Sunghee Kim
- Red Cross College of Nursing, Chung-Ang University, Seoul, South Korea.
| | - Shin-Jeong Kim
- Department of Nursing, Hallym University, Chuncheon, South Korea
| | - Jina Oh
- Department of Nursing, Institute of Health Science, Inje University, Busan, South Korea
| | - Myungnam Lee
- Yonsei University, The Graduate School, Department of Nursing, Seoul, South Korea
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Khoshnevisasl P, Sadeghzadeh M, Mazloomzadeh S, Hashemi Feshareki R, Ahmadiafshar A. Comparison of Problem-based Learning With Lecture-based Learning. IRANIAN RED CRESCENT MEDICAL JOURNAL 2014; 16:e5186. [PMID: 25031862 PMCID: PMC4082522 DOI: 10.5812/ircmj.5186] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/16/2012] [Revised: 11/09/2013] [Accepted: 12/14/2013] [Indexed: 12/03/2022]
Abstract
Background: Problem-based learning (PBL) is one of the most commonly used educational methods in medical schools of different countries. By working through this method, students think critically, generate ideas, and acquire the knowledge and skills required to become a doctor. Objectives: This study aimed to compare problem-based learning with lecture-based learning in the education of medical students. Materials and Methods: This crossover interventional study was conducted on 40 medical students in pediatric ward of Zanjan University of Medical Sciences. All of the students were enrolled in the study and divided into two groups by simple randomization. Then two topics in pediatric courses were chosen. One of the topics was presented as LBL for the first group and as PBL for the second group. The other topic was presented as PBL for the first group and as LBL for the second group. Results: The median score of the exam was higher in the intervention group compare to the control group for both topics. However, the difference was not statistically significant. Students preferred problem-based learning over lecture-based learning because of motivation boost, a higher quality of education, knowledge retention, class attractiveness, and practical use. Conclusions: Students’ knowledge was similar in both methods.
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Affiliation(s)
- Parisa Khoshnevisasl
- Zanjan Social Determinants of Health Research Center, Zanjan University of Medical Sciences, Zanjan, IR Iran
- Zanjan Community Oriented Medical Education, Zanjan University of Medical Sciences, Zanjan, IR Iran
| | - Mansour Sadeghzadeh
- Zanjan Metabolic Disease Research Center, Zanjan University of Medical Sciences, Zanjan, IR Iran
- Corresponding Author: Mansour Sadeghzadeh, Zanjan Metabolic Disease Research Center, Zanjan University of Medical Sciences, Zanjan, IR Iran. Tel/Fax: +98-2414272737, E-mail:
| | - Saeidah Mazloomzadeh
- Zanjan Social Determinants of Health Research Center, Zanjan University of Medical Sciences, Zanjan, IR Iran
- Zanjan Metabolic Disease Research Center, Zanjan University of Medical Sciences, Zanjan, IR Iran
| | - Reza Hashemi Feshareki
- Zanjan Community Oriented Medical Education, Zanjan University of Medical Sciences, Zanjan, IR Iran
| | - Akefeh Ahmadiafshar
- Zanjan Social Determinants of Health Research Center, Zanjan University of Medical Sciences, Zanjan, IR Iran
- Zanjan Metabolic Disease Research Center, Zanjan University of Medical Sciences, Zanjan, IR Iran
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Kantar L. Incorporation of constructivist assumptions into problem-based instruction: A literature review. Nurse Educ Pract 2014; 14:233-41. [DOI: 10.1016/j.nepr.2013.08.010] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2012] [Revised: 07/25/2013] [Accepted: 08/29/2013] [Indexed: 10/26/2022]
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Kong LN, Qin B, Zhou YQ, Mou SY, Gao HM. The effectiveness of problem-based learning on development of nursing students’ critical thinking: A systematic review and meta-analysis. Int J Nurs Stud 2014; 51:458-69. [DOI: 10.1016/j.ijnurstu.2013.06.009] [Citation(s) in RCA: 140] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2012] [Revised: 06/10/2013] [Accepted: 06/16/2013] [Indexed: 11/26/2022]
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Ho DWL, Whitehill TL, Ciocca V. Performance of speech-language pathology students in problem-based learning tutorials and in clinical practice. CLINICAL LINGUISTICS & PHONETICS 2014; 28:102-116. [PMID: 23889172 DOI: 10.3109/02699206.2013.812146] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
The purpose of the study was to identify if performance of speech-language pathology students in problem-based learning (PBL) tutorials could predict subsequent clinical performance evaluated through (a) a non-standardized, custom clinical evaluation form (HKU form) and (b) a standardized competency assessment for speech pathology developed in Australia (COMPASS®). Students' scores from PBL tutorial performance were correlated with scores in clinical placement on both the HKU form and the COMPASS. Significant correlations were found between students' PBL tutorial performance (reflective journals and participation in the tutorial process) and their clinical performance (treatment and interpersonal skills) on the HKU clinical evaluation form. Significant correlations were also found between (a) PBL tutorial performance (participation in the tutorial process) and their clinical performance (all generic and occupational competencies, and the overall score) on the COMPASS, (b) PBL tutorial performance (reading forms) and two occupational competencies on the COMPASS, (c) PBL tutorial performance (reflective journals) and four occupational competencies and the overall score on the COMPASS. The results highlighted the need for validating the assessment for the learning process in PBL tutorials with empirical evidence and the advantage of assessing clinical performance through COMPASS in Hong Kong. Tutors, clinical supervisors and students should be given clear behavioral descriptors for expected performance in PBL tutorials and clinical practice at different year levels.
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Affiliation(s)
- Diana W L Ho
- Speech and Hearing Sciences, The University of Hong Kong , Hong Kong and
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Shin IS, Kim JH. The effect of problem-based learning in nursing education: a meta-analysis. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2013; 18:1103-20. [PMID: 23283571 DOI: 10.1007/s10459-012-9436-2] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/07/2012] [Accepted: 12/02/2012] [Indexed: 05/21/2023]
Abstract
Problem-based learning (PBL) has been identified as an approach that improves the training of nurses by teaching them how to apply theory to clinical practice and by developing their problem-solving skills, which could be used to overcome environmental constraints within clinical practice. A consensus is emerging that there is a need for systematic reviews and meta-analyses regarding a range of selected topics in nursing education. The purpose of this study was to conduct a meta-analysis of the available literature in order to synthesize the effects of PBL in nursing education. Using a number of databases, we identified studies related to the effectiveness of PBL in nursing. An analysis was conducted on a range of outcome variables, including overall effect sizes and effects of evidence and evaluation levels, learning environment, and study characteristics. We found that the effect of PBL in nursing education is 0.70 standard deviations (medium-to-large effect size). We also found that PBL has positive effects on the outcome domains of satisfaction with training, clinical education, and skill course. These results may act as a guide for nurse educators with regard to the conditions under which PBL is more effective than traditional learning strategies.
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Affiliation(s)
- In-Soo Shin
- Department of Education, College of Education, Jeonju University, Jeonju, Republic of Korea
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Meo SA. Evaluating learning among undergraduate medical students in schools with traditional and problem-based curricula. ADVANCES IN PHYSIOLOGY EDUCATION 2013; 37:249-53. [PMID: 24022771 DOI: 10.1152/advan.00031.2013] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
This study aimed to assess knowledge and skills in a respiratory physiology course in traditional versus problem-based learning (PBL) groups in two different medical schools. Two different undergraduate medical schools were selected for this study. The first medical school followed the traditional [lecture-based learning (LBL)] curriculum, and the second medical school followed the PBL curriculum. Sixty first-year male medical students (30 students from each medical school) volunteered; they were apparently healthy and of the same age, sex, nationality, and regional and cultural background. Students were taught respiratory physiology according to their curriculum for a period of 2 wk. At the completion of the study period, knowledge was measured based on a single best multiple-choice question examination, and skill was measured based on the objective structured practical examination in the lung function laboratory (respiratory physiology). A Student's t-test was applied for the analysis of the data, and the level of significance was set at P < 0.05. Students belonging to the PBL curriculum obtained a higher score in the multiple-choice question examination (P = 0.001) and objective structured practical examination (P = 0.0001) compared with traditional (LBL) students. Students in the PBL group obtained significantly higher knowledge and skill scores in the respiratory physiology course compared with students in the traditional (LBL) style of medical schools.
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Affiliation(s)
- Sultan Ayoub Meo
- Department of Physiology, College of Medicine, King Saud University, Riyadh, Saudi Arabia
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Sangestani G, Khatiban M. Comparison of problem-based learning and lecture-based learning in midwifery. NURSE EDUCATION TODAY 2013; 33:791-795. [PMID: 22503681 DOI: 10.1016/j.nedt.2012.03.010] [Citation(s) in RCA: 40] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/12/2011] [Revised: 02/27/2012] [Accepted: 03/15/2012] [Indexed: 05/31/2023]
Abstract
BACKGROUND Lecturing is the most common teaching method in the medical education. Problem-based learning (PBL) is one of the active and student-oriented learning strategies which have gained attention in the recent decades. OBJECTIVE To compare the effect of PBL and lecture-based learning (LBL) on the satisfaction and learning progress of undergraduate midwifery students. DESIGN Quasi-experimental study. SETTINGS Hamadan University of Medical Sciences, Hamedan, Iran. PARTICIPANTS Fifty-six undergraduate midwifery students in two different classes participated in the study. METHODS Randomly, one class (experimental group) received PBL in addition to LBL and the other one (control group) received traditional LBL. "Pregnancy and childbirth", a 2-credit course, was selected for this purpose. Scientific pre-test and post-tests were performed and satisfaction questionnaire was filled in for both groups. A questionnaire to compare PBL and LBL was filled in only for the experimental group. The instruments used in the study were "Demographic data form", "Students' learning progress test", "Student's satisfaction of teaching method", and the "Teaching method evaluation". RESULTS Learning progress in PBL group was significantly more than control group. PBL improved application of theory lesson in clinical practice, increased learning motivation and enhanced educational activity in class. There was more satisfaction with PBL method. There was no relationship between the students' satisfaction and learning progress. 81.8% of students considered PBL the more suitable and better method. CONCLUSION PBL should be applied more in undergraduate midwifery courses. According to these advantages, the quality of midwifery education can be improved via this method.
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Affiliation(s)
- Gita Sangestani
- Department of Midwifery, Member of Mother & Child Care Research Center, Nursing & Midwifery College, Hamadan University of Medical Sciences, Hamadan, Iran
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Sohn M, Ahn Y, Lee M, Park H, Kang N. The problem-based learning integrated with simulation to improve nursing students’ self-efficacy. ACTA ACUST UNITED AC 2013. [DOI: 10.4236/ojn.2013.31012] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Ward DJ. The infection control education needs of nursing students: an interview study with students and mentors. NURSE EDUCATION TODAY 2011; 31:819-824. [PMID: 21239089 DOI: 10.1016/j.nedt.2010.12.017] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/09/2010] [Revised: 12/02/2010] [Accepted: 12/20/2010] [Indexed: 05/30/2023]
Abstract
AIM To identify and explore the infection prevention and control education needs of nursing students as perceived by students and mentors. METHODS Semi-structured interviews were undertaken with 31 nursing students within one large university and 32 nurse mentors in one large NHS Trust. Interview transcripts were analysed using framework analysis. RESULTS There were perceived deficits in both levels of knowledge and clinical skills but the emphasis placed on these differed between nursing students and nurse mentors. The use of small group and interactive methods for teaching and learning was preferred, in particular to encourage less confident students to participate more. Assessments in practice placements of specific skills were identified as a good teaching and learning tool by both students and mentors. Infection prevention and control education was considered to be a joint responsibility between the university and Trust, though there was acknowledgement that this joint working was not always evident. Clinical credibility was considered particularly important by mentors in those who teach students. CONCLUSION There may be deficits in the education provided to nursing students in this area. Teaching and learning preferences and strategies for improving some areas of teaching and learning have been identified and several areas for future research have been suggested.
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Affiliation(s)
- Deborah J Ward
- University of Manchester, School of Nursing, Midwifery & Social Work, Jean McFarlane Building, Oxford Road, Manchester, M13 9PL, UK.
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Yuan HB, Williams BA, Yin L, Liu M, Fang JB, Pang D. Nursing students' views on the effectiveness of problem-based learning. NURSE EDUCATION TODAY 2011; 31:577-581. [PMID: 21036431 DOI: 10.1016/j.nedt.2010.10.009] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2010] [Revised: 09/03/2010] [Accepted: 10/01/2010] [Indexed: 05/30/2023]
Abstract
A descriptive study was conducted with 28 nursing students in Macao and 23 nursing students in Shanghai to explore students' views on the effectiveness of problem-based learning (PBL). The PBL Evaluation Questionnaire was used. It used a 20-item self-report Likert scale with a 5-point response choice (1=ineffective and 5=very effective). The value of the content validity index tested by five experts was determined as one and the internal consistency (Cronbach's alpha) was 0.90. The test-retest reliability with a two-week internal check was 0.89. Two open-ended questions were asked to determine students' comments on the positive and negative features of PBL. The response rate was 100%. Overall, students considered PBL to be moderately effective with a mean of 3.58 (S.D.=0.52). Students from Macao considered PBL to be less effective than students from Shanghai. However, half of the Macao students and 21.74% of the Shanghai students indicated that PBL was a time-consuming and stressful process that involved an increased workload. A small number of students indicated that sometimes the information they received was vague and this resulted in a lack of student confidence. It is clear that the initial implementation of PBL is not always a smooth process. Tutors should be prepared to provide students with substantial support in developing their understanding of PBL, and help students develop appropriate strategies for coping and engaging in the PBL learning process.
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Affiliation(s)
- Hao Bin Yuan
- School of Health Sciences, Macao Polytechnic Institute, Room 5k, Floor 5, Center Hotline, No. 335-341, Alameda Dr. Carlos D'Assumpcao, Macao.
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Chan ZCY. Role-playing in the problem-based learning class. Nurse Educ Pract 2011; 12:21-7. [PMID: 21601528 DOI: 10.1016/j.nepr.2011.04.008] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2010] [Revised: 03/09/2011] [Accepted: 04/28/2011] [Indexed: 10/18/2022]
Abstract
Learning and teaching have been conceptualized and executed in many styles, such as self-learning, peer learning, and interaction between the learner and mentor. Today, openness to alternative ideas and embracing innovative approaches in nursing education are encouraged in order to meet students' learning interests and needs, and to address ever-changing healthcare requests. Problem-based learning has been widely adopted in nursing education, with various positive effects on students' learning, such as motivated learning, team work, problem-solving skills and critical thinking. Role-plays have been demonstrated as an effective learning strategy that includes an active and experiential feature that facilitates students' autonomy in their health-related learning. However, there is a lack of discussion of whether and how role-play can be used in problem-based learning (PBL). This paper shows the development of a classroom-based innovation using role-play in the PBL class for higher diploma year-one nurse students (a total of 20 students, five per group). This paper consists of five sections: a) the literature on PBL and nurse education, and role-plays as the innovation; b) the PBL case scenario with the illustration of the two role-play scripts, c) student evaluation on role-play in the PBL class; d) discussions on both achievements and limitations of this innovation, and e) the conclusion. It is hoped that this paper will be an example to other nurse educators who are keen on exploring interactive and student-driven learning and teaching strategies in the PBL class.
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Affiliation(s)
- Zenobia C Y Chan
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong.
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Klunklin A, Subpaiboongid P, Keitlertnapha P, Viseskul N, Turale S. Thai nursing students' adaption to problem-based learning: a qualitative study. Nurse Educ Pract 2011; 11:370-4. [PMID: 21482480 DOI: 10.1016/j.nepr.2011.03.011] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2010] [Revised: 01/31/2011] [Accepted: 03/13/2011] [Indexed: 11/20/2022]
Abstract
Student-centred forms of learning have gained favour internationally over the last few decades including problem based learning, an approach now incorporated in medicine, nursing and other disciplines' education in many countries. However, it is still new in Thailand and being piloted to try to offset traditional forms of didactic, teacher-centred forms of teaching. In this qualitative study, 25 undergraduate nursing students in northern Thailand were interviewed about their experiences with problem-based learning in a health promotion subject. Content analysis was used to interrogate interview data, which revealed four categories: adapting, seeking assistance, self-development, and thinking process development. Initially participants had mixed emotions of confusion, negativity or boredom in the adaption process, but expressed satisfaction with creativity in learning, group work, and leadership development. They described increased abilities to problem solve and think critically, but struggled to develop questioning behaviours in learning. Socio-culturally in Thai education, students have great respect for teachers, but rarely question or challenge them or their learning. We conclude that problem-based learning has great potential in Thai nursing education, but educators and systems need to systematically prepare appropriate learning environments, their staff and students, to incorporate this within curricula.
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Affiliation(s)
- Areewan Klunklin
- Faculty of Nursing, Chiang Mai University, 110 Inthawarorots Rd., Sriphum Distric, Muang, Chiang Mai 50200, Thailand.
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Investigating effects of problem-based versus lecture-based learning environments on student motivation. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2011. [DOI: 10.1016/j.cedpsych.2010.11.003] [Citation(s) in RCA: 85] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Pelaccia T, Delplancq H, Triby E, Bartier JC, Leman C, Dupeyron JP. Impact of training periods in the emergency department on the motivation of health care students to learn. MEDICAL EDUCATION 2009; 43:462-469. [PMID: 19422494 DOI: 10.1111/j.1365-2923.2009.03356.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
OBJECTIVES Motivation is one of the most important factors for learning and achievement. The perceived value of the task, perceptions of self-efficacy and beliefs about control of learning are the main determinants of motivation. They are highly influenced by the individual's personal history and especially by significant past experiences. We assessed the impact of training periods in the emergency department on the motivation of health care students to learn in the field of emergency medicine. METHODS A survey was conducted in 2008 with 112 undergraduate medical students and 201 undergraduate nursing students attending an emergency medicine academic programme. At the beginning of the course, the students completed an anonymous 26-item questionnaire to assess their motivational orientations. RESULTS Perceived task value was higher for students who had previously attended a training period in the emergency department (P = 0.002). Perceived self-efficacy was depressed when the respondent had been confronted with negative outcome events (P < 0.001). Control of learning beliefs was affected negatively in students who had attended a training period in the emergency department (P < 0.001). CONCLUSIONS Motivation is a major contributor to the success of learning. Training periods in the emergency department can have positive and negative impacts on the learning motivation of medical and nursing students in the field of emergency medicine. Ideally, and in terms of increasing motivation, health care students should gain experiential learning in the emergency department before attending a corresponding academic course. During this period, tutors should provide appropriate supervision and feedback in order to support self-efficacy perception and learning control beliefs.
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Affiliation(s)
- Thierry Pelaccia
- Prehospital Emergency Care Service (SAMU 67), and Centre for Emergency Care Teaching (CESU 67), Strasbourg University Hospital, Strasbourg, France.
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Candela L, Carver L, Diaz A, Edmunds J, Talusan R, Tarrant TA. An Online Doctoral Education Course Using Problem-Based Learning. J Nurs Educ 2009; 48:116-9. [DOI: 10.3928/01484834-20090201-02] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Barron C, Lambert V, Conlon J, Harrington T. "The Child's World": a creative and visual trigger to stimulate student enquiry in a problem based learning module. NURSE EDUCATION TODAY 2008; 28:962-969. [PMID: 18656287 DOI: 10.1016/j.nedt.2008.05.017] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/09/2007] [Revised: 04/03/2008] [Accepted: 05/08/2008] [Indexed: 05/26/2023]
Abstract
Despite the abundance of literature on problem based learning (PBL) [Murray, I., Savin-Baden, M., 2000. Staff development in problem-based learning. Teaching in Higher Education 5 (1), 107-126; Johnson, A.K., Tinning, R.S., 2001. Meeting the challenge of problem-based learning: developing the facilitators. Nurse Education Today 21 (3), 161-169; McCourt, C., Thomas, G., 2001. Evaluation of a problem based curriculum in midwifery. Midwifery 17 (4), 323-331; Cooke, M., Moyle, K., 2002. Students' evaluation of problem-based learning. Nurse Education Today 22, 330-339; Haith-Cooper, M., 2003a. An exploration of tutors' experiences of facilitating problem-based learning. Part 1--an educational research methodology combining innovation and philosophical tradition. Nurse Education Today 23, 58-64; Haith-Cooper, M., 2003b. An exploration of tutor' experiences of facilitating problem-based learning. Part 2--implications for the facilitation of problem based learning. Nurse Education Today 23, 65-75; Rowan, C.J., Mc Court, C., Beake, S., 2007. Problem based learning in midwifery--The teacher's perspective. Nurse Education Today 27, 131-138; Rowan, C.J., Mc Court, C., Beake, S., 2008. Problem based learning in midwifery--The students' perspective. Nurse Education Today 28, 93-99] few studies focus on describing "triggers", the process involved in their development and their evaluation from students' perspective. It is clearly documented that well designed, open ended, real life and challenging "triggers" are key to the success of PBL implementation [Roberts, D., Ousey, K., 2004. Problem based learning: developing the triggers. Experiences from a first wave site. Nurse Education in Practice 4, 154-158, Gibson, I., 2005. Designing projects for learning. In: Barrett, T., Mac Labhrainn, I., Fallon, H., (Eds.), Handbook of Enquiry and Problem-based Learning: Irish Case Studies and International Perspectives. AISHE & CELT: NUI Galway. <www.nuigalway.ie/celt/pblbook>, Barrett, T., 2005. Understanding problem-based learning. In: Barrett, T. Mac Labhrainn, I., Fallon, H., (Eds.), Handbook of Enquiry and Problem-based Learning: Irish Case Studies and International Perspectives. AISHE & CELT, NUI Galway. <www.nuigalway.ie/celt/pblbook>]. This paper outlines the planning, implementation and evaluation of a "trigger" developed for a first year undergraduate nursing module. To meet specific module learning outcomes and to stimulate student inquiry through the learning strategy of PBL, a bright and colourful collage, was constructed. This tool was then evaluated using focus group interviews. Students' perspectives centered round a core theme, 'finding a focus and taking control'. Four categories were identified illustrating students progress from 'initial confusion' to engaging with the 'trigger diversity' before confidently 'exploring their own line of inquiry', thus leading to the 'stimulation of their learning'. Consistent with previous research, we also suggest it is customary for students to experience an initial period of ambiguity as they switch from teacher led to student centered learning [Biley, F., 1999. Creating tension: under graduate students nurses' response to a problem-based learning curriculum. Nurse Education Today 19 (7), 586-589]. One challenge in developing "triggers" is that the process is primarily controlled by lecturers. We suggest that a possible way forward would be to also engage students in the development of "triggers".
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Affiliation(s)
- Carol Barron
- School of Nursing, Dublin City University, Glasnevin, Dublin 9, Ireland.
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Wong FK, Cheung S, Chung L, Chan K, Chan A, To T, Wong M. Framework for Adopting a Problem-Based Learning Approach in a Simulated Clinical Setting. J Nurs Educ 2008; 47:508-14. [DOI: 10.3928/01484834-20081101-11] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Beadle M, Santy J. The early benefits of a problem-based approach to teaching social inclusion using an online virtual town. Nurse Educ Pract 2007; 8:190-6. [PMID: 17855168 DOI: 10.1016/j.nepr.2007.07.004] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2006] [Revised: 05/25/2007] [Accepted: 07/04/2007] [Indexed: 10/22/2022]
Abstract
This article describes the delivery of a core pre-registration nursing and midwifery module centred on social inclusion. The module was previously delivered using a classroom-based problem-based learning approach. Difficulties with this approach led to changes to the module and its delivery. Logistic issues encouraged the module team to implement a blended learning approach using a virtual town to facilitate online learning and discussion activities. The paper describes and discusses the use of online learning technology to support student nurses and midwives. It highlights the benefits of this approach and outlines some of the experiences of the students including their evaluation of the virtual town. There is also an examination of some of the practical and theoretical issues related to both problem-based learning, online working and using a virtual town to support learning. This article outlines the approach taken and its implications.
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Affiliation(s)
- Mary Beadle
- Faculty of Health and Social Care, The University of Hull, Cottingham Road, HULL HU6 7RX, United Kingdom.
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Curtis J. Working together: a joint initiative between academics and clinicians to prepare undergraduate nursing students to work in mental health settings. Int J Ment Health Nurs 2007; 16:285-93. [PMID: 17635628 DOI: 10.1111/j.1447-0349.2007.00478.x] [Citation(s) in RCA: 55] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
There is ongoing concern among mental health professionals regarding the recruitment of newly graduated nurses to this specialist nursing area. Many reasons for the problem have been identified, including the perceived inadequate preparation by the tertiary sector, students' prejudices and anxieties about mental illness, a perceived lack of support while undertaking clinical placement, and the quality of the clinical placement itself. This paper describes a collaborative response to these issues undertaken in the Illawarra region of New South Wales, Australia. The implementation of preclinical undergraduate workshops using problem-based learning and role plays were undertaken. Mental health nursing scenarios were developed in association with experienced clinicians to introduce core concepts in a supportive learning environment. Quantitative and qualitative evaluation data were collected immediately following the workshop and again after the students returned to the university following a mental health clinical placement. A further survey of one cohort was undertaken 12 months after initial state registration and the beginning of a career in mental health nursing. Results showed that both students' and clinicians' attitudes to the workshops were consistently positive and indicated that the workshops were beneficial in preparing students for their clinical placement. Importantly, since the implementation of the workshops and other collaborative initiatives, an increasing number of newly graduated nurses from the region are choosing to work in mental health.
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Affiliation(s)
- Janette Curtis
- School of Nursing, Midwifery and Indigenous Health, University of Wollongong, Wollongong, New South Wales, Australia.
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