Nursing students' views on the effectiveness of problem-based learning

Application and evaluation of the hybrid "Problem-Based Learning" model based on "Rain Classroom" in experimental courses of medical molecular biology

Background

With the advancement of society, the cultivation of medical professionals equipped with solid theoretical knowledge, a strong sense of innovation, and critical thinking has become a crucial goal in the reform of medical higher education. Over recent years, the hybrid Problem-Based Learning (hPBL) model, a blend of Problem-Based Learning (PBL) and Lecture-Based Learning (LBL), has emerged as a novel approach in the medical education reform landscape of China. The application and efficacy of the hPBL model in medical experimental courses have piqued the interest of medical educators. The aim of this study was to appraise the application and effectiveness of the hPBL model in the experimental course of Medical Molecular Biology at Beihua University.

Methods

Utilizing the "Rain Classroom" platform, students from the Preventive Medicine and Medical Imaging programs were allocated to either the hPBL or LBL method for their Medical Molecular Biology experimental courses. The hPBL model's impact on students' performance was evaluated across four domains: experimental theory, experimental operation, experimental report, and practical application. Questionnaires were employed to gauge students' experiences and perceptions.

Results

The results indicated that the final assessment scores of the hPBL group were significantly superior to those of the LBL group. Moreover, the hPBL model effectively amplified students' self-learning capability, practical application skills, and communication competencies. Students expressed a high degree of satisfaction with this blended learning model.

Conclusion

The hPBL model, which amalgamates PBL and LBL, has demonstrated its effectiveness in medical education. Its implementation in the experimental course of Medical Molecular Biology at Beihua University yielded positive outcomes, enhancing students' performance and satisfaction levels. Consequently, it is recommended that the hPBL model be further promulgated in other medical experimental courses.

Does Online Interprofessional Case-Based Learning Facilitate Collaborative Knowledge Construction?

Introduction

COVID-19 pandemic has caused an impact on various sectors of life, including the education sector. During the COVID-19 pandemic, education from various levels could only be carried out online by utilizing various on-line media. In Health professional education context, one of the learning activities that must be shifted in online format was interprofessional education (IPE) program. This study aimed to evaluate students' collaborative knowledge construction to evaluate the effectiveness of online interprofessional case-based learning (CBL) activities.

Methods

This interventional study using quantitative and qualitative method involved a total of 476 students; consisted of 204 medical students, 39 midwifery students and 233 nursing students; who took part online interprofessional CBL. All students were divided into 34 mixed profession groups with 14 students each. To evaluate students' collaborative knowledge construction during CBL, data were collected using the Maastricht Peer Activity Rating Scale (MPARS). Qualitative data exploring students' perception regarding online IPE activity and their online CBL process were collected using Focus Group Discussion (FGD). Quantitative data were analysed using statistical tests, and the qualitative data were analysed using thematic analysis.

Results

Students' scores for constructive, collaborative, and motivational activities evaluated using MPARS were considered as average to high. However, nursing students scored the lowest compared to the other two fellow professions: medical and midwifery students, on all items of the MPARS. Medical students had the highest MPARS scores. Several themes could be explored during the FGD.

Discussion

This study revealed that students could engage in collaborative knowledge construction in interprofessional education implementing online interprofessional CBL. However, students thought that offline collaborative practice will better improve team bonding which is considered as prominent aspect for collaboration. This thought gives idea to the implementation of hybrid online offline learning for IPE.

Effects of Problem-Based Learning Strategies on Undergraduate Nursing Students' Self-Evaluation of Their Core Competencies: A Longitudinal Cohort Study

To respond to patients' increasing demands and strengthen nursing professionals' capabilities, nursing students are expected to develop problem-solving skills before they enter the workforce. Problem-based learning (PBL) is expected to provide effective simulation scenarios and realistic clinical conditions to help students achieve those learning goals. This article aims to explore the effects of PBL strategies on nursing students' self-evaluation of core competencies. This longitudinal cohort survey study evaluated 322 nursing students attending Chung Shan Medical University, Taiwan, in 2013 and 2014, where PBL teaching strategies are used in all four undergraduate years from freshman to senior. Based on their undergraduate academic levels, students were categorized into three groups- one-year PBL exposure, two-year PBL exposure, and three-year exposure. A core competency questionnaire was administered twice to ask participants to self-assess five professional competencies: learning attitude, problem identification, information analysis, execution, and life-long learning. The results showed that students with the longest exposure to PBL (Group 3) had higher self-evaluated scores for all core competencies than the other groups, except for the execution competency. The mean total competency score increased by 0.12 points between the pre-and-test. In addition, the mean score increased significantly more in Group 3 than in Groups 1 and 2. These trends were consistent for the information analysis, execution, and life-long learning competencies. In conclusion, the changes in the self-evaluated scores between groups indicate PBL strategies effectively improve nursing students' core competencies. The longest exposure group reported higher self-evaluated core competency scores than the other groups, especially for the information analysis, execution, and life-long learning competencies.

Assessing the effect of case-based teaching compared to lecture-based teaching on students’ knowledge and perceptions in a senior undergraduate dairy cattle management course

Animal science students need to apply the knowledge acquired during their degree program to real-life scenarios in future careers. Little to no research exists evaluating the effects of case-based (CB; material presented as a case study) and lecture-based (LB; material presented as a lecture) teaching in animal science in higher education. The objectives of this study were to determine the effects of CB and LB teaching methods on student performance and to assess students’ attitudes toward CB and LB teaching methods in a senior dairy cattle management course. A cross-over study design was conducted over two course modules (1 = “calf health” and 2 = “lameness”) with a washout period of 2 wk. Students (n = 25) were randomly assigned to CB or to LB in module 1 and received the other method in module 2. Students completed a pre- and post-quiz in each module that consisted of 10 multiple-choice questions and 3 short-answer questions. Three separate linear mixed regression models were used to assess the effect of teaching method (CB or LB; predictor) on three different continuous outcomes for student performance: change (post-score − pre-score) in short-answer quiz scores, change in multiple-choice quiz scores, and the change in total quiz scores. Students completed an attitude assessment after each module that consisted of 8 Likert-scale statements and 2 free-response questions. Data were deidentified, and two researchers blinded to students’ CB or LB status analyzed free responses to identify themes. A logistic regression, which controlled for module and included student as a repeated measure, was used to determine if the proportion of students who agreed (outcome: yes/no) with each Likert-scale statement was different between CB and LB. There was a tendency for CB teaching methods to improve change in multiple-choice quiz scores (P = 0.06). The change in total quiz scores and the change in short-answer quiz scores did not differ between CB and LB groups (P > 0.1). For the survey statements “I enjoyed the teaching method used in this module” and “I wish this teaching method was utilized in more of my classes,” more students in LB agreed than in CB (P < 0.05). The themes preference, perceived benefits, and perceived drawbacks were mentioned in 80%, 44%, and 28% of CB comments, and in 84%, 40%, and 18% of LB comments, respectively, and suggest that students enjoy case studies but prefer to receive information via lecture first.

Teaching Midwifery Module to Male Undergraduate Nursing Students: Case Report in Jordan

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.

Degree in Nursing: education through problem-based learning

OBJECTIVE

To describe how undergraduate courses in Nursing are using the problem-based learning (PBL).

METHOD

Integrative literature review, from searches in the databases Education Resources Information Center (ERIC), Latin American and Caribbean Health Sciences Literature (Lilacs), and PubMed, from 2010 to 2015. 36 articles were analyzed.

RESULTS

A teaching method used in all continents, the PBL enables improvement of the critical thinking, autonomy, motivation for learning, active search attitude, ability to work in teams, and problem-solving. Difficulties and challenges relate to the training of students and teachers to understand the principles of the method.

FINAL CONSIDERATIONS

The benefits of PBL coincide with the needs of nursing training, but its applicability demands constant review in seeking to develop the skills necessary for this training.

Coping self-efficacy of nursing undergraduates with problem-based curricula

Background: Few studies have examined whether nursing undergraduates can cope with a problem-based learning curriculum and its associated factors.Objectives: We studied nursing undergraduates' evaluations and attitudes related to the problem-based learning teaching method and their associated factors in the Chinese context, and evaluated their self-efficacy for coping with the problem-based learning curricula.Methods: A purposely designed 20-item questionnaire was used to quantify how nursing undergraduates evaluated the problem-based learning mode and their associated factors. Coping self-efficacy was measured with a modified Chinese version of the scale.Results: The total coping self-efficacy score of nursing undergraduates was 53.32 ± 5.238 (M ± SD).Conclusions: The coping self-efficacy of nursing undergraduates was moderate, making them better qualified to cope with a problem-based learning curriculum. To increase nursing undergraduates' coping self-efficacy, we should take measures to decrease nursing undergraduates' stress regarding problem-based learning curricula and give them more opportunities to obtain abundant periodicals through the internet.

Evaluation of student perception of the Team-based Learning method (APA-TBL): Instrument construction and validation

Team-based learning (TBL) is an educational strategy based on learning teams. Despite the advantages identified in the TBL literature, student perceptions must be better investigated using valid, reliable instruments. This study constructed and validated an instrument to evaluate student perceptions of the TBL method. Content and appearance assessment, construct validation and reliability analysis were performed. A total of 246 undergraduate nursing and medical students from a private institution in São Paulo, Brazil, participated in the study. After content validation, the instrument had 24 items distributed in five dimensions. Based on exploratory factor analysis, the instrument was appropriate, and the items were regrouped in four dimensions, with Cronbach's alpha values over 0.70. The Student Perception Evaluation of the TBL method (Avaliação da Percepção do Aluno-Team-Based Learning - APA-TBL) is an instrument with strong validity indicators. After validation, the revised instrument reflected that the student's perspective of method evaluation is not focused on TBL's formal execution but on the involved agents, their interaction and their influence on one another.

Intellectual disability content within pre-registration nursing curriculum: How is it taught?

BACKGROUND

Despite experiencing higher rates of physical and mental health conditions compared with the general population, people with intellectual disability face inequitable access to healthcare services. Improving education of healthcare professionals is one way to reduce these inequalities.

OBJECTIVE

To determine how intellectual disability content is taught within Australian nursing schools.

DESIGN

A two-phase audit of Australian nursing curricula content was conducted using an interview and online survey.

SETTING

Nursing schools Australia-wide providing pre-registration courses.

PARTICIPANTS

For Phase 1, course coordinators from 31 nursing schools completed an interview on course structure. Teaching staff from 15 schools in which intellectual disability content was identified completed an online survey for Phase 2.

METHODS

Methods used to teach intellectual disability content and who taught the content were audited using an online survey.

RESULTS

Across the 15 schools offering intellectual disability content, lectures were the most common teaching method (82% of units), followed by tutorials (59%), workshops (26%), then other methods (e.g. e-learning; 12%). Approximately three-quarters of intellectual disability teaching used some problem-and/or enquiry-based learning. Only one nursing school involved a person with intellectual disability in delivering teaching content. Six (19%) participating schools identified staff who specialise in intellectual disability, and seven (23%) identified staff with a declared interest in the area.

CONCLUSION

While some nursing schools are using diverse methods to teach intellectual disability content, many are not; as a result, nursing students may miss out on acquiring the attributes which enable them to address the significant health inequalities faced by this group. A specific deficit was identified relating to inclusive teaching and clinical contact with people with intellectual disability.

Pure PBL, Hybrid PBL and Lecturing: which one is more effective in developing cognitive skills of undergraduate students in pediatric nursing course?

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.

A study of the relationship between the study process, motivation resources, and motivation problems of nursing students in different educational systems

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.

A Rapid Review of the Factors Affecting Healthcare Students' Satisfaction with Small-Group, Active Learning Methods

PHENOMENON: Problem-based learning (PBL) and other small-group, active learning methodologies have been widely adopted into undergraduate and postgraduate healthcare curricula across the world. Although much research has examined student perceptions of these innovative teaching pedagogies, there are still questions over which factors influence these views. This article aims to identify these key elements that affect healthcare student satisfaction with PBL and other small-group learning methods, including case-based and team-based learning.

APPROACH

A systematic rapid review method was used to identify high-quality original research papers from the healthcare education literature from between 2009 and 2014. All papers were critically appraised before inclusion in line with published guidelines. Narrative synthesis was achieved using an inductively developed, thematic framework approach.

FINDINGS

Fifty-four papers were included in the narrative synthesis. The evidence suggests that, despite an initial period of negative emotion and anxiety, the perspectives of healthcare students toward small-group, active learning methods are generally positive. The key factors influencing this satisfaction level include (a) the facilitator role, (b) tutorial structure, (c) individual student factors, (d) case authenticity, (e) increased feedback, (f) group harmony, and (g) resource availability. Insights: Student satisfaction is an important determinant of healthcare education quality, and the findings of this review may be of value in future curriculum design. The evidence described here suggests that an ideal curriculum may be based on an expert-led, hybrid PBL model.

Not just ticking all the boxes. Problem based learning and mental health nursing. A review

BACKGROUND

The practice and policy of mental health nursing are changing. Integration of health and social care, an increased emphasis on wellness and recovery and greater expectation of involvement from both service users and carers require competence in both group and interpersonal working. The active and dynamic processes of problem based learning provide the ideal environment to achieve proficiency in these skills.

OBJECTIVES

The aim of this review was to understand those programme elements that best support the delivery of a problem based learning module.

DATA SOURCES

This study utilised a standard module evaluation.

REVIEW METHODS

A systematic analysis of completed module evaluations allowed key themes to be established.

RESULTS

Problem based learning helps develop the skills and attributes that mental health nursing need in an increasing collaborative and wellness focused practice environment. Successful integration of PBL is more likely to occur when student centred approaches are already incorporated within a programme. Creating the right conditions for learning are key to successful facilitation of PBL groups.

CONCLUSIONS

Successful implementation of PBL requires identification of relevance to practice by students, a programme approach that is compatible with the aims and philosophy of PBL and a form of facilitation that encourages development of student autonomy.

Zadovoljstvo študentov zdravstvene nege s problemskim učenjem

Uvod: Problemsko učenje predstavlja premik v izobraževalni paradigmi, saj predstavlja na posameznika usmerjeno učenje, ki spodbuja razvijanje samostojnosti, znanj, spretnosti in lastnosti, potrebnih za delovanje v zdravstveni negi. Namen raziskave je bil ugotoviti zadovoljstvo študentov rednega in izrednega študija zdravstvene nege s problemskim učenjem. 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 zadovoljstvo študentov s problemskim učenjem, so bile zelo visoke (> 4 od 5). Glede na način študija zdravstvene nege (t = –0,818, p = 0,414) in spol (t = –0,002, p = 0,998) ne prihaja do razlik v oceni glede zadovoljstva s problemskim učenjem, vendar se je pokazal pozitiven vpliv delovnih izkušenj pri študentih izrednega študija, zaposlenih v zdravstvu. Ugotovljena je bila povezanost med starostjo študentov in zadovoljstvom s problemskim učenjem (r = 0,198, p = 0,006). Diskusija in zaključek: Raziskava pokaže, da problemsko učenje pri študentih zdravstvene nege izboljšuje motivacijo za delo ter spodbuja tako samostojen študij kot delo v skupinah. Nadaljnje raziskave bi bilo potrebno usmeriti na problemsko učenje v klinični praksi in aplikacijo teoretičnih znanj v klinično okolje.

Effects of an online problem-based learning program on sexual health care competencies among oncology nurses: a pilot study

PURPOSE

The purpose of this study was to test the effectiveness of an online problem-based learning (e-PBL) program that offers multimedia scenarios to develop sexual health care competencies.

METHOD

A pretest–posttest control group design was used with two randomized groups in one Korean tertiary hospital. The sample included 32 RNs who cared for oncology patients. The intervention group completed an e-PBL cycle consisting of eight tutorials.

RESULTS

Nurses in the intervention group scored significantly higher on knowledge than did those in the control group. The intervention group exhibited no significant differences in attitude and practices following the intervention.

CONCLUSION

The results show the potential of e-PBL to enhance traditional PBL by offering multimedia scenarios in an interactive and flexible learning environment.

Students' and experts' perspectives on three learning and teaching activities

Nursing is a profession that closely related to human life, and nurses are required to demonstrate critical thinking and creativity in providing health care services. However, traditional teaching approaches usually limit students' autonomy and freedom of expressing their thoughts and feelings. In order to develop the corresponding competence of nursing students, I adopted three teaching innovations, namely writing poems, composing songs, and using role plays in a nursing problem-based learning class in a university in Hong Kong. According to students' reflective notes and comments from two international expert reviewers, participating in these activities is a valuable experience and students were able to develop clinical reasoning, empathy, team spirit, motivation to learn, creativity, and ability to summarise and reconstruct knowledge. It is hoped that more innovative learning activities will be implemented, to prepare professional and ethical nurses in the future. It is also hoped that this study could provide other PBL educators some insights in innovative problem-based learning activities.

Comparison of problem-based learning and lecture-based learning in midwifery

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.

Nursing students evaluation of problem based learning and the impact of culture on the learning process and outcomes: a pilot project

PURPOSES

This study evaluates students' learning experiences in a clinical pediatric nursing course adopting Problem Based Learning (PBL) and investigates how students' cultural background impacts on self directed learning.

METHODS

A mixed-methods approach combining quantitative and qualitative methods was utilized to answer the research objectives. An observational technique for the PBL teaching sessions was employed; and 226 third-year students were asked to complete PBL evaluation questionnaire.

RESULTS

Fifty seven percent (n = 130) responses to the questionnaire were analyzed. Overall, students considered PBL to be moderately effective in their learning experience, with a mean of 3.64 (S.D = 1.18). Students qualitative responses fell within four thematic categories including: developing cognitive abilities, independent learning, motivation to learn, and group learning. Difficulties encountered by students were: it is time-consuming, it has unclear objectives, it is a stressful process, and it results in an increased workload. A small number of students indicated that PBL tutorials were boring and complained about lack of contribution from instructors and limited recourses. Learning is intertwined with culture; students' previous educational experiences, uncertainty, English language proficiency, computer resources, gender, and achievement were identified as the most important cultural issues that impact the learning process and outcomes.

CONCLUSION

Successful implementation of PBL does not come easily; teachers should be alert to the issues of culture in designing curriculum.

Assessment of goals in problem-based learning

Assessing the learning goals set by faculty is an important part of problem-based learning (PBL). Students also develop individual and group goals during module tutorials. They choose learning activities and create a framework for their self-directed study in order to achieve these goals. This investigation analyzes perceptions of the depth of understanding that students acquire. The effects of setting learning goals by faculty and by students themselves are examined, and we explore differences within groups and within the different years in the program. Nursing students responded to a questionnaire indicating how well they thought they had understood new material, according to both the goals preset by the faculty and those developed by the students themselves. A five-point Likert scale was used for this. The findings indicate no significant difference between tutors' and students' evaluations of student level of understanding within the different years of the program. Students and tutors in all three years indicated that they achieved adequate or good understanding of learning goals. (Students: First year: 91.6%, second year: 76.5%, third year: 90.1%; Tutors: First year: 76.8%, second year: 65.7%, third year: 89.1%) These findings are useful for evaluation of PBL outcomes for curriculum committees. Based on these research results, our faculty curriculum committee has decided to give the students a list of faculty generated learning goals at the end of every curriculum module. The students then compare these with their own self-directed goals in feedback sessions with faculty members. These feedback sessions have been very popular with students.