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Falahan SN, Habibi E, Kamyari N, Yousofvand V. Impact of virtual problem-based learning of cardiopulmonary resuscitation on fourth-year nursing students' satisfaction and performance: a quasi-experimental study. BMC MEDICAL EDUCATION 2024; 24:425. [PMID: 38641600 PMCID: PMC11031998 DOI: 10.1186/s12909-024-05375-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/11/2023] [Accepted: 03/30/2024] [Indexed: 04/21/2024]
Abstract
BACKGROUND Regarding competency of nursing students in cardiopulmonary resuscitation (CPR), nursing students frequently exhibit inadequate performance and low satisfaction levels regarding CPR training methods. The problem-based learning (PBL) method, characterized by a constructivist approach, has been underutilized for CPR training, particularly in a virtual format. Hence, this study aims to assess the influence of virtual problem-based learning in cardiopulmonary resuscitation on the satisfaction and performance of fourth-year nursing students. METHODS This quasi-experimental study, conducted in 2022, involved 80 final-year nursing students from Hamadan University of Medical Sciences, Iran. The participants were randomly assigned to either the experimental group (N = 40) or the control group (N = 40). The experimental group was further divided into six smaller groups on WhatsApp. Both groups initially received routine training sessions, after which the experimental group engaged in four problem-based learning sessions across three different scenarios. Data collection included demographic information, a teaching satisfaction questionnaire, and cardiopulmonary resuscitation checklists administered immediately and one month after the intervention. RESULTS The study was initiated and concluded with 80 participants. The study commenced with no significant disparity in the mean scores of cardiopulmonary resuscitation performance, encompassing chest compressions (P = 0.451) and airway management (P = 0.378), as well as teaching satisfaction (p = 0.115) among the nursing students between the experimental and control groups. However, subsequent to the intervention, both immediately and one month later, the experimental group displayed notable enhancements in mean scores for cardiopulmonary resuscitation performance, comprising chest compressions (p < 0.001) and airway management (p < 0.001), as well as teaching satisfaction (p < 0.001) compared to the control group. CONCLUSION Based on the study's findings, it is recommended that nursing educators implement this approach in their teaching practices.
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Affiliation(s)
| | - Edris Habibi
- Student Research Committee, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Naser Kamyari
- Department of Biostatistics and Epidemiology, School of Health, Abadan University of Medical Sciences, Abadan, Iran
| | - Vahid Yousofvand
- Student Research Committee, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
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Ni ZH, Huang J, Yang DP, Wang J. Nursing students'experience of flipped classroom combined with problem-based learning in a paediatric nursing course: a qualitative study. BMC Nurs 2024; 23:88. [PMID: 38308302 PMCID: PMC10835821 DOI: 10.1186/s12912-024-01744-z] [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: 09/16/2023] [Accepted: 01/18/2024] [Indexed: 02/04/2024] Open
Abstract
BACKGROUND Problem-based learning (PBL) is a student-centred approach that triggers learning by presenting problems cenarios early in the learning process.Flipped classrooms have been used in various disciplines using various models.Pre-class e- learning in aflipped classrooms can enrich knowledge acquisition in PBL teaching. This study was conducted to explore nursing students'experience of flipped classroom combined with problem-based learning in a paediatric nursing course. METHOD This descriptive qualitative study was conducted between January and June 2022.Semi-structured interviews were conducted with nursing students who were participated in flipped classrooms combined with PBL teaching in a paediatric nursing course at Soochow university in China. Nursing students were selected using a purposive sampling method until no new data were generated (n = 16). RESULTS We identified ten sub-themes and four higher-order themes based on these sub-themes: (1)stimulating interest in learning and enhancing autonomous learning,(2)improving independent thinking and problem-solving skills,(3)cultivating team work spirit, and (4) gaining knowledge and improving skills.The findings of our research contribute to show the effectiveness of the flipped classroom combined with PBL in a paediatric nursing course. CONCLUSION The flipped classroom combined with PBL in a paediatric nursing course can enhances communication and cooperation abilities among nursing students, promoting common progress and the comprehensive development of nursing students.
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Affiliation(s)
- Zhi Hong Ni
- Children's Hospital of Soochow University, No. 92, Zhong nan St, 215025, Suzhou, China.
| | - Jie Huang
- Children's Hospital of Soochow University, No. 92, Zhong nan St, 215025, Suzhou, China
| | - Dao Ping Yang
- Children's Hospital of Soochow University, No. 92, Zhong nan St, 215025, Suzhou, China
| | - Jing Wang
- Children's Hospital of Soochow University, No. 92, Zhong nan St, 215025, Suzhou, China
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Qaisar R, Bouzoubaa H, Lajane H, Lamiri A, Benchadlia F, Abidi O, Khyati A. Comparison of Learning Facilitated by Traditional and Virtual Case Studies for Teaching the Nursing Approach to Care. Open Nurs J 2023. [DOI: 10.2174/18744346-v17-230223-2022-151] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/18/2023] Open
Abstract
Aim:
The objective of this study is to investigate the adoption of these two strategies for teaching the steps of the care process to Moroccan nursing students. We attempt to answer the following questions: What is the preference of nursing students between traditional case studies and virtual case studies? What are their suggestions for improving teaching practices? According to their point of view, which of the teaching strategies is more conducive to the appropriation of knowledge and the development of skills related to the care process?
Background:
Case-based learning has long been one of the active teaching strategies widely used by nursing educators. However, the constraints inherent to traditional case study learning have prompted educators to seek alternative teaching practices. Today, virtual case studies are recognised as one of the most recommended and innovative teaching approaches to address these constraints in the nursing context.
Objective:
the present study aims to explore students' perceptions of traditional case studies and virtual case studies as facilitated learning methods for teaching the nursing process.
Methods:
We conducted a questionnaire survey at the Higher Institute of Nursing Professions and Health Techniques Casablanca in 2021 among first-year polyvalent nursing students. The course ‘Conceptualization and Care Planning’ was taught based on these two different pedagogies.
Results:
Comparing the means via a t-test of the paired samples showed that there was a significant difference for all items (p-value<0.005) between learning facilitated by traditional case studies and virtual case studies.
Conclusion:
These results demonstrate that virtual case studies are an innovative and well-received educational tool for nursing students compared to traditional case studies.
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Chi M, Wang N, Wu Q, Cheng M, Zhu C, Wang X, Hou Y. Implementation of the Flipped Classroom Combined with Problem-Based Learning in a Medical Nursing Course: A Quasi-Experimental Design. Healthcare (Basel) 2022; 10:healthcare10122572. [PMID: 36554095 PMCID: PMC9778695 DOI: 10.3390/healthcare10122572] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2022] [Revised: 12/13/2022] [Accepted: 12/14/2022] [Indexed: 12/23/2022] Open
Abstract
Background: Medical Nursing is one of the most important core courses in nursing education, and the emergence of the flipped classroom has made up for the shortcomings of traditional teaching and improved the effectiveness of teaching. However, it is worth exploring how to maximize the effect of students’ self-study before class while making full use of classroom teaching to promote the cultivation of students’ abilities, so that the flipped classroom can have a maximal teaching effect. Therefore, this study explored the effect of a flipped-classroom teaching mode based on a small private online course (SPOC) combined with problem-based learning (PBL) in a course of Medical Nursing. Methods: Nursing undergraduates from the years 2018 (control group) and 2019 (experimental group), respectively, used the traditional lecture method and the flipped-classroom teaching mode based on a SPOC combined with PBL. The teaching effect was evaluated by teaching-mode-recognition evaluation, critical thinking measurement, and academic achievement. Results: The scores of teaching-mode recognition evaluated by the students in the experimental group were higher than those in the control group in the following five aspects: “helping to improve learning interest” (p = 0.003), “helping to improve autonomous learning ability” (p = 0.002), “helping to improve communication and cooperation ability” (p < 0.001), “helping to cultivate clinical thinking” (p = 0.012), and “helping to promote self-perfection and sense of achievement” (p = 0.001). Compared with the control group, the score on the “analytical ability” dimension of the Critical Thinking Disposition Inventory in the experimental group was higher (p = 0.030). The excellent rates of the final theoretical examination (p = 0.046) and comprehensive case analysis (p = 0.046) in the experimental group were higher than those in the control group. Conclusions: The flipped-classroom teaching mode based on a SPOC combined with PBL can promote students’ abilities of autonomous learning, communication and cooperation, and clinical and critical thinking; improves their academic performance; and is recognized and welcomed by them. However, to extend the flipped-classroom teaching model of a SPOC combined with PBL to other nursing education courses, more optimization and evaluation are required.
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Affiliation(s)
- Meixuan Chi
- Nursing Department, The First Affiliated Hospital of Soochow University, Suzhou 215006, China
- School of Nursing, Suzhou Medical College of Soochow University, Suzhou 215123, China
| | - Naijuan Wang
- Nursing Department, The First Affiliated Hospital of Soochow University, Suzhou 215006, China
- School of Nursing, Suzhou Medical College of Soochow University, Suzhou 215123, China
| | - Qing Wu
- School of Nursing, Suzhou Medical College of Soochow University, Suzhou 215123, China
| | - Ming Cheng
- School of Nursing, Suzhou Medical College of Soochow University, Suzhou 215123, China
| | - Chenya Zhu
- School of Nursing, Suzhou Medical College of Soochow University, Suzhou 215123, China
| | - Xiaohua Wang
- Nursing Department, The First Affiliated Hospital of Soochow University, Suzhou 215006, China
- School of Nursing, Suzhou Medical College of Soochow University, Suzhou 215123, China
- Correspondence: (X.W.); (Y.H.); Tel.: +86-139-1405-5084 (Y.H.)
| | - Yunying Hou
- Nursing Department, The First Affiliated Hospital of Soochow University, Suzhou 215006, China
- School of Nursing, Suzhou Medical College of Soochow University, Suzhou 215123, China
- Correspondence: (X.W.); (Y.H.); Tel.: +86-139-1405-5084 (Y.H.)
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Jarrar M, Mohamed RB, Al-Bsheish M, Albaker W, Alumran A, Alomran AK. Students’ Perception of Quality of Learning Experience (Structure, Process and Outcome): Discipline Versus Problem Based Medical Curriculum and the Mediation Role of Process Quality. Healthcare (Basel) 2022; 10:healthcare10081584. [PMID: 36011241 PMCID: PMC9408408 DOI: 10.3390/healthcare10081584] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 08/17/2022] [Accepted: 08/19/2022] [Indexed: 11/29/2022] Open
Abstract
Problem-based learning (PBL) is now incorporated into the curricula of most medical schools around the world. In comparison to the traditional curriculum, less is known about the influence of the adoption and implementation of a problem-based curriculum on the perceived structures, processes, and outcomes of learning experiences reported by students. The purpose of this study was twofold: (1) to compare the quality of learning experience of students enrolled in traditional discipline-based and problem-based medical curricula and (2) to explore the mediation effect of the process quality between the relationship of the structural quality and students’ perception of learning experience outcomes. Through the distribution of an electronic survey, all 3rd and 4th year medical students enrolled in the discipline-based curriculum and the problem-based curriculum were invited to participate in the study. The students from both curricula completed the Student Experience Survey (SES), which was developed by the National Center for Academic Accreditation and Evaluation. Descriptive statistics, independent sample t-test and Hayes Macro regression analysis were used. Students enrolled in the problem-based curriculum had higher perceived support and sufficient advice with higher perceived quality of learning experiences compared with students enrolled in the traditional curriculum, however they reported less enjoyment of their university life. The structural factors (t = 19.83, p ≤ 0.001) and process factors (t = 9.21, p ≤ 0.001) were associated with an increase in students’ reported outcomes by 0.67 and 0.49, respectively. These findings explain the mechanism by which the structural factors, such as maintaining adequate facilities and support, may help in enhancing the process quality (e.g., learner-centered learning), which in turn can enhance learning experience outcomes.
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Affiliation(s)
- Mu’taman Jarrar
- Vice Deanship for Quality and Development, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam 34212, Saudi Arabia
- Medical Education Department, King Fahd Hospital of the University, Al-Khobar 34445, Saudi Arabia
- Correspondence:
| | - Radwa Bakr Mohamed
- Vice Deanship for Quality and Development, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam 34212, Saudi Arabia
| | - Mohammad Al-Bsheish
- Health Management Department, Batterjee Medical College, Jeddah 21442, Saudi Arabia
- Al-Nadeem Governmental Hospital, Ministry of Health, Amman 11118, Jordan
| | - Waleed Albaker
- Department of Internal Medicine, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam 34212, Saudi Arabia
| | - Arwa Alumran
- Health Information and Management Department, College of Public Health, Imam Abdulrahman Bin Faisal University, Dammam 34212, Saudi Arabia
| | - Ammar K. Alomran
- Department of Orthopedic, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam 34212, Saudi Arabia
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Planas De Lathawer V. An exploration of Third-Year student midwives’ experiences of High-Risk Module Assessment in preparation for practice and real-world emergencies. Midwifery 2022; 114:103450. [DOI: 10.1016/j.midw.2022.103450] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2022] [Revised: 07/14/2022] [Accepted: 08/05/2022] [Indexed: 11/29/2022]
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Tadesse SG, Tadesse DG, Dagnaw EH. Problem based learning approach increases the academic satisfaction of health science students in Ethiopian universities: a comparative cross sectional study. BMC MEDICAL EDUCATION 2022; 22:334. [PMID: 35501812 PMCID: PMC9063231 DOI: 10.1186/s12909-022-03397-5] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/17/2021] [Accepted: 04/21/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Problem based learning is being highly implemented in many medical schools worldwide due to its perceived advantages including improvement of problem-solving abilities, development of communication skills, creation and development of critical thinking skill, and making of individuals to be lifelong learners & responsible for their own learning process. OBJECTIVE The study aimed to compare academic satisfaction of Problem and Lecture based learning of regular undergraduate health science students in Ethiopian Universities, 2021. METHOD Institution based comparative cross sectional study was conducted from February 1-30, 2021. Data were collected using a pretested structured and self-administered questionnaire among 850 eligible students from two Universities. Data were entered into EPI info version 6.04 and analyzed using SPSS version 23. Binary Logistic regression model was fitted to identify factors associated with academic satisfaction considering the association to be significant p- value < 0.05. RESULT The study result revealed that the magnitude of academic satisfaction among problem based and lecture based learning students were 50.9 and 49.9% respectively. Similarly, problem based learning students were more likely to be academically satisfied than lecture based learning students in their type of curriculum with (AOR = 1.50, 95% CI = 1.02, 2.21). Experience of classroom distress (AOR = 1.93, 95% CI = 1.22, 3.06), quality of teaching (AOR = 0.54, 95% CI = 0.34, 0.86), relationship with classmates (AOR = 0.33, 95% CI = 0.13, 0.80), course content (AOR = 0.56, 95% CI = 0.33, 0.93) and accessibility of technology in the campus (AOR = 0.62, 95% CI = 0.40, 0.96) were the significant factors of academic satisfaction of problem based learning students. Year of study (AOR = 0.29, 95% CI = 0.17, 0.48), quality of teaching (AOR = 0.51, 95% CI = 0.31, 0.85), course content (AOR = 0.59, 95% CI = 0.35, 0.97) and energy & effort (AOR = 0.55, 95% CI = 0.35, 0.88) were significantly associated with academic satisfaction among lecture based learning students. CONCLUSION The study revealed that the academic satisfaction among problem based learning students was higher than lecture based learning students. Incorporating and implementing problem based learning as a formal instructional method in across the universities curriculum is recommended.
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Affiliation(s)
- Selamawit Girma Tadesse
- Department of Midwifery, College of Health Sciences, Debretabor University, Debre Tabor, Ethiopia
| | | | - Eyaya Habtie Dagnaw
- Department of Midwifery, College of Health Sciences, Debretabor University, Debre Tabor, Ethiopia
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Dion V, St-Onge C, Bartman I, Touchie C, Pugh D. Written-Based Progress Testing: A Scoping Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:747-757. [PMID: 34753858 DOI: 10.1097/acm.0000000000004507] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
PURPOSE Progress testing is an increasingly popular form of assessment in which a comprehensive test is administered to learners repeatedly over time. To inform potential users, this scoping review aimed to document barriers, facilitators, and potential outcomes of the use of written progress tests in higher education. METHOD The authors followed Arksey and O'Malley's scoping review methodology to identify and summarize the literature on progress testing. They searched 6 databases (Academic Search Complete, CINAHL, ERIC, Education Source, MEDLINE, and PsycINFO) on 2 occasions (May 22, 2018, and April 21, 2020) and included articles written in English or French and pertaining to written progress tests in higher education. Two authors screened articles for the inclusion criteria (90% agreement), then data extraction was performed by pairs of authors. Using a snowball approach, the authors also screened additional articles identified from the included reference lists. They completed a thematic analysis through an iterative process. RESULTS A total of 104 articles were included. The majority of progress tests used a multiple-choice and/or true-or-false question format (95, 91.3%) and were administered 4 times a year (38, 36.5%). The most documented source of validity evidence was internal consistency (38, 36.5%). Four major themes were identified: (1) barriers and challenges to the implementation of progress testing (e.g., need for additional resources); (2) established collaboration as a facilitator of progress testing implementation; (3) factors that increase the acceptance of progress testing (e.g., formative use); and (4) outcomes and consequences of progress test use (e.g., progress testing contributes to an increase in knowledge). CONCLUSIONS Progress testing appears to have a positive impact on learning, and there is significant validity evidence to support its use. Although progress testing is resource- and time-intensive, strategies such as collaboration with other institutions may facilitate its use.
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Affiliation(s)
- Vincent Dion
- V. Dion is an undergraduate medical education student, Faculty of Medicine and Health Sciences, Université de Sherbrooke, Sherbrooke, Québec, Canada. He was a research assistant to the Paul Grand'Maison de la Société des médecins de l'Université de Sherbrooke research chair in medical education, Sherbrooke, Québec, Canada, at the time this work was completed
| | - Christina St-Onge
- C. St-Onge is professor, Department of Medicine, Faculty of Medicine and Health Sciences, Université de Sherbrooke, and the Paul Grand'Maison de la Société des médecins de l'Université de Sherbrooke research chair in medical education, Sherbrooke, Québec, Canada; ORCID: https://orcid.org/0000-0001-5313-0456
| | - Ilona Bartman
- I. Bartman is medical education research associate, Medical Council of Canada, Ottawa, Ontario, Canada; ORCID: https://orcid.org/0000-0002-2056-479X
| | - Claire Touchie
- C. Touchie is professor of medicine, University of Ottawa, Ottawa, Ontario, Canada. She was chief medical education officer, Medical Council of Canada, Ottawa, Ontario, Canada, at the time this work was completed; ORCID: https://orcid.org/0000-0001-7926-9720
| | - Debra Pugh
- D. Pugh is medical education advisor, Medical Council of Canada, and associate professor, Department of Medicine, University of Ottawa and The Ottawa Hospital, Ottawa, Ontario, Canada; ORCID: https://orcid.org/0000-0003-4076-9669
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The Effects of Sequencing Strategies in Teaching Methods on Nursing Students’ Knowledge Acquisition and Knowledge Retention. Healthcare (Basel) 2022; 10:healthcare10030430. [PMID: 35326908 PMCID: PMC8950601 DOI: 10.3390/healthcare10030430] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2022] [Revised: 02/19/2022] [Accepted: 02/22/2022] [Indexed: 02/04/2023] Open
Abstract
Background: No existing research has determined which teaching sequence strategy is the best for nursing students. Purpose: To find out which sequence is most effective in knowledge acquisition and knowledge retention and to further verify knowledge acquisition between problem-based learning (PBL) and lecture-based learning (LBL). Methods: This was a quasi-experimental design with a comparison of two nursing student groups selected from students in their final program year who were invited to participate. Generalized estimating equation was used to compare Group I (LBL-PBL-clinical practicum) and Group II (PBL-LBL-clinical practicum) by using knowledge acquisition and knowledge retention as outcome variables. Findings: Fifty-six senior students joined this study. Group I was significantly better than Group II on both knowledge acquisition (β = 7.05, p = 0.04) and knowledge retention (β = 9.40, p = 0.03). Discussion: The sequence of LBL-PBL-clinical practicum or policy of allowing practicum and courses in the same semester might be the best strategy to enhance knowledge retention.
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Tsai MF, Jao JC. Evaluation of the effectiveness of student learning and teacher instruction on team-based learning during quality control of diagnostic imaging. MEDICAL EDUCATION ONLINE 2020; 25:1732159. [PMID: 32090711 PMCID: PMC7048181 DOI: 10.1080/10872981.2020.1732159] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/12/2019] [Revised: 12/20/2019] [Accepted: 02/04/2020] [Indexed: 06/02/2023]
Abstract
Background: Team-Based Learning (TBL), which is a student-centered instructional approach, has been applied in various health-related courses, but research on the effectiveness of TBL in radiologic technology is limited. More research is needed to examine the effectiveness of TBL within the field of radiologic technology as well as to study teachers' reflective practices for instructional development in TBL.Objectives: This study examines the effectiveness of TBL on students' learning and course instructors' instructional development during quality control activities in diagnostic imaging.Design: This study employed an action research approach with mixed-methods. The study was categorized using four TBL modules as the topics: film/screen receptors and processors, radiography, mammography, and computed tomography. Quantitative data included pre-test scores on individual readiness assurance tests (IRAT-pre), group readiness assurance tests (GRAT), and post-test scores on individual readiness assurance tests (IRAT-post). Qualitative data included students' responses to open-ended questions about their experience with TBL and transcripts of instructors' interviews.Results: Forty junior college students participated in the study. A non-parametric test was conducted to compare the scores. The results showed that the GRAT score was significantly higher than the IRAT-pre-score, and the IRAT-post score was significantly higher than the IRAT-pre-score. The IRAT-post score was significantly higher than the GRAT score for the first and fourth modules, but IRAT-post score was significantly lower than the GRAT score on the second and third modules. Using direct content analysis, five themes were coded around instructional development, while 15 themes were coded to understand students' experiences with TBL.Conclusions: TBL can be an effective instructional approach to improve students' understanding of radiologic technology content. The results of this research can help instructors decide what action plan to implement to increase the effectiveness of TBL when further employing it for radiologic technology courses.
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Affiliation(s)
- Meng-Fang Tsai
- General Research Service Center, National Pingtung University of Science and Technology, Neipu, Pingtung, Taiwan
| | - Jo-Chi Jao
- Department of Medical Imaging and Radiological Sciences, Kaohsiung Medical University, Kaohsiung, Taiwan
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Masha'al D, Rababa M. Nursing students’ perceptions towards branching path simulation as an effective interactive learning method. TEACHING AND LEARNING IN NURSING 2020. [DOI: 10.1016/j.teln.2020.05.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
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Zhang F, Zhao L, Zeng Y, Xu K, Wen X. A comparison of inquiry-oriented teaching and lecture-based approach in nursing ethics education. NURSE EDUCATION TODAY 2019; 79:86-91. [PMID: 31108384 DOI: 10.1016/j.nedt.2019.05.006] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/24/2018] [Revised: 03/31/2019] [Accepted: 05/03/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND With developing nursing ethics education, the traditional methods of teaching could not meet the learning needs of undergraduates. Improving ethical decision-making to undergraduates is necessary toward promoting nursing ethics. OBJECTIVE The aim of study is to compare the effect of inquiry-oriented teaching and lecture-based approach on nursing ethics education for undergraduates. DESIGN A quasi-experimental study was conducted for undergraduate nursing students. SETTINGS Two nursing schools participated in the study in mainland China. PARTICIPANTS A total of 97 undergraduate nursing students participated in the study. METHODS The study adopted a quasi-experimental design. RESULTS The inquiry-oriented teaching group was significantly higher on average scoring than the lecture-based group after intervention in 2 aspects including: professional relationship (P = 0.015) and ethical decision making (P = 0.021). Contrarily, this study also showed that in the lecture-based group the score of foundational theories of nursing ethics was higher than Inquiry-oriented group (P = 0.038). A statistically significant difference was not found between the two groups in 3 scenarios: ethics related to nursing practice, ethics related to nursing research and necessity of learning nursing ethics. CONCLUSION Combination of inquiry-oriented teaching and lecture-based approach is suggested as part of design for curriculum of nursing ethics education.
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Affiliation(s)
- Fengying Zhang
- West China School of Nursing, Sichuan University, 37#, Guoxuexiang, Wuhou District, Chengdu 610041, China; Department of Gerontological Home Care and Long-Term Care Nursing, Graduate School of Medicine, The University of Tokyo, 7-3-1, Hongo, Bunkyo-Ku, Tokyo 113-0033, Japan.
| | - Li Zhao
- West China School of Public Health, Sichuan University, 17#, Section 3, South Remin Road, Chengdu, Sichuan 610041, China
| | - Yanli Zeng
- School of Nursing, Chengdu University of Traditional Chinese Medicine, 1166# Liutai Avenue, Wenjiang District, Chengdu, Sichuan 611137, China
| | - Kai Xu
- School of Business, Chengdu University, 2025#, Chenglue Avenue, Longquanyi District, Chengdu 610106, China
| | - Xin Wen
- Kunming Medical University, 1168#, Chunrong west road, Kunming, Yunnan 650500, China
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Khatiban M, Tohidi S, Shahdoust M. The effects of applying an assessment form based on the health functional patterns on nursing student's attitude and skills in developing the nursing process. Int J Nurs Sci 2019; 6:329-333. [PMID: 31508455 PMCID: PMC6723353 DOI: 10.1016/j.ijnss.2019.06.004] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2018] [Revised: 05/30/2019] [Accepted: 06/05/2019] [Indexed: 11/20/2022] Open
Abstract
Objectives Comprehensive nursing assessment, as the first step in the nursing process, involves the systematic and constant data gathering to facilitate the development of the patient-specific nursing process. The aim of this study is to determine the effects of applying an assessment form based on the health functional patterns on nursing student's attitude and skills in developing nursing process. Methods A randomized controlling design was conducted. Of 84 undergraduate nursing students, 42 students were allocated to the intervention or control group. In clinical education, a patient assessment form based on Gordon's functional health patterns was applied to help students in the intervention group to develop nursing process, while the control group received traditional methods. The data were gathered using a demographic information questionnaire, skills in nursing process development checklist, and attitudes towards nursing process questionnaire. Results The average scores for students’ attitude and skills in developing nursing process in the intervention group were greater than those of the control group. Conclusion Applying nursing assessment using the patient assessment form based on Gordon's functional health patterns can improve the students' learning in developing nursing process.
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Affiliation(s)
- Mahnaz Khatiban
- Mother & Child Care Research Center, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Shahin Tohidi
- Department of Medical Surgical Nursing, Lorestan University of Medical Sciences, Khorramabad, Iran
- Chronic Diseases (Home Care) Research Center, Hamadan University of Medical Sciences, Hamadan, Iran
- Corresponding author. Department of Medical Surgical Nursing, Lorestan University of Medical Sciences, Khorramabad, Iran.
| | - Maryam Shahdoust
- Biostatistics Department, School of Public Health, Hamadan University of Medical Sciences, Hamadan, Iran
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Park EO. Análise da efetividade do estágio prático internacional de enfermagem em relação ao estágio prático nacional de enfermagem. ACTA PAUL ENFERM 2019. [DOI: 10.1590/1982-0194201900022] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Resumo Objetivo: Este estudo foi conduzido para avaliar a efetividade do estágio prático internacional de enfermagem quanto à autoeficácia, competência cultural e competência global. Foi utilizada a análise fatorial para avaliar a confiabilidade das medidas do estudo. Métodos: Um método de amostragem intencional foi usado para coletar os dados: os participantes eram estudantes de enfermagem (n=66) do segundo semestre do terceiro ano do curso de graduação. Para a análise fatorial, foram agrupados os resultados obtidos dos grupos controle e experimental (n=132) por meio de um questionário. A pesquisa foi realizada antes e após o estágio prático nacional e internacional de enfermagem para os grupos controle e experimental, respectivamente. O teste t foi utilizado para comparar os dois grupos, e Diferença em Diferenças (DD) foi utilizado para determinar a verdadeira alteração entre antes e depois do estágio. A análise do DD também mostrou que o nível de mudança antes e depois de cada estágio de enfermagem foi significativa entre os grupos controle e experimental. Resultados: A análise fatorial demonstrou que o questionário da pesquisa mensurou com confiabilidade os subconceitos. As diferenças na autoeficácia e na competência cultural entre os dois grupos foram estatisticamente significativas antes e depois do tratamento, mas os resultados de DD não foram significativos. Para a competência global, no entanto, tanto o DD quanto a diferença antes e depois do tratamento entre os dois grupos foram estatisticamente significativos. Conclusão: Apesar de algumas limitações do estudo, o desenho inovador gerou resultados que ajudam a preencher uma grande lacuna no conhecimento de enfermagem. Estudos futuros devem incluir um ensaio clínico randomizado para superar as limitações de viés de amostragem e generalização dos resultados do estudo.
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Midwifery students’ experiences of problem solving based interprofessional learning: A qualitative study. Women Birth 2018. [DOI: 10.1016/j.wombi.2018.02.006] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/16/2023]
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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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Khatiban M, Falahan SN, Amini R, Farahanchi A, Soltanian A. Lecture-based versus problem-based learning in ethics education among nursing students. Nurs Ethics 2018; 26:1753-1764. [PMID: 29716419 DOI: 10.1177/0969733018767246] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
BACKGROUND Moral reasoning is a vital skill in the nursing profession. Teaching moral reasoning to students is necessary toward promoting nursing ethics. OBJECTIVES The aim of this study was to compare the effectiveness of problem-based learning and lecture-based methods in ethics education in improving (1) moral decision-making, (2) moral reasoning, (3) moral development, and (4) practical reasoning among nursing students. RESEARCH DESIGN This is a repeated measurement quasi-experimental study. PARTICIPANTS AND RESEARCH CONTEXT The participants were nursing students in a University of Medical Sciences in west of Iran who were randomly assigned to the lecture-based (n = 33) or the problem-based learning (n = 33) groups. The subjects were provided nursing ethics education in four 2-h sessions. The educational content was similar, but the training methods were different. The subjects completed the Nursing Dilemma Test before, immediately after, and 1 month after the training. The data were analyzed and compared using the SPSS-16 software. ETHICAL CONSIDERATIONS The program was explained to the students, all of whom signed an informed consent form at the baseline. FINDINGS The two groups were similar in personal characteristics (p > 0.05). A significant improvement was observed in the mean scores on moral development in the problem-based learning compared with the lecture-based group (p < 0.05). Although the mean scores on moral reasoning improved in both the problem-based learning and the lecture-based groups immediately after the training and 1 month later, the change was significant only in the problem-based learning group (p < 0.05). The mean scores on moral decision-making, practical considerations, and familiarity with dilemmas were relatively similar for the two groups. CONCLUSION The use of the problem-based learning method in ethics education enhances moral development among nursing students. However, further studies are needed to determine whether such method improves moral decision-making, moral reasoning, practical considerations, and familiarity with the ethical issues among nursing students.
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Affiliation(s)
- Mahnaz Khatiban
- Associate Profssor, Mother and Child Care Research Center, Dept. of Medical Surgical Nursing, School of Nursing and Midwifery School, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Seyede Nayereh Falahan
- Instructor, School of Nursing and Midwifery, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Roya Amini
- Faculty Member, Chronic Diseases (Home care) Research Center, Dept. of Community Health Nursing, School of Nursing and Midwifery, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Afshin Farahanchi
- Assistant Professor, Department of Forensic Medicine and Professional Ethics, Medical School, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Alireza Soltanian
- Associate Professor, Modeling of Noncommunicable Diseases Research Center, Dept. of Biostatistics, School of Health, Hamadan University of Medical Sciences, Hamadan, Iran
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Developing a Problem-Based Learning Approach to the Integration of Environmental and Occupational Health Topics into Medical School Curriculum. J Occup Environ Med 2018; 60:754-759. [PMID: 29557838 DOI: 10.1097/jom.0000000000001325] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVES A pilot study incorporating environmental and occupational health (EOH) learning objectives into medical school curriculum using problem-based learning approach. METHODS One hundred eight-four Case Western Reserve University medical students participated in problem-based learning curriculum emphasizing EOH topics. Multiple choice (MCQ), short essay (SEQ), and summative short essay (SSEQ) questions assessed student knowledge. Two rating scale questions and one open-ended question determined student attitudes and confidence. RESULTS Eighty percent of students answered 10 of 12 MCQs correctly. Students scored 70% on three of four SEQs and averaged 95.2% and 88.5% on two final SSEQs demonstrating improvement in student knowledge. Students rated the importance of and confidence in EOH topics as 4.4 and 3.9, respectively. CONCLUSION Problem-based learning facilitated inclusion of new EOH content in pre-clerkship curriculum leading to achievement of students' cognitive objectives, positive attitudes, and improved confidence in EOH topics.
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Kim YH, Min J, Kim SH, Shin S. Effects of a work-based critical reflection program for novice nurses. BMC MEDICAL EDUCATION 2018; 18:30. [PMID: 29482527 PMCID: PMC5828399 DOI: 10.1186/s12909-018-1135-0] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/13/2017] [Accepted: 02/21/2018] [Indexed: 05/27/2023]
Abstract
BACKGROUND Critical reflection is effective in improving students' communication abilities and confidence. The aim of this study was to evaluate the effectiveness of a work-based critical reflection program to enhance novice nurses' clinical critical-thinking abilities, communication competency, and job performance. METHODS The present study used a quasi-experimental design. From October 2014 to August 2015, we collected data from 44 novice nurses working in an advanced general hospital in S city in Korea. Nurses in the experimental group participated in a critical reflection program for six months. Outcome variables were clinical critical-thinking skills, communication abilities, and job performance. A non-parametric Mann-Whitney U-test and a Wilcoxon rank sum test were selected to evaluate differences in mean ranks and to assess the null hypothesis that the medians were equal across the groups. RESULTS The results showed that the clinical critical-thinking skills of those in the experimental group improved significantly (p = 0.003). The differences in mean ranks of communication ability between two groups was significantly statistically different (p = 0.028). Job performance improved significantly in both the experimental group and the control group, so there was no statistical difference (p = 0.294). CONCLUSIONS We therefore suggest that a critical reflection program be considered an essential tool for improving critical thinking and communication abilities among novice nurses who need to adapt to the clinical environment as quickly as possible. Further, we suggest conducting research into critical reflection programs among larger and more diverse samples.
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Affiliation(s)
- Yeon Hee Kim
- Asan Medical Center, 88, Olympic-ro 43-Gil, Songpa-gu, Seoul 05505 Republic of Korea
| | - Ja Min
- Asan Medical Center, 88, Olympic-ro 43-Gil, Songpa-gu, Seoul 05505 Republic of Korea
| | - Soon Hee Kim
- Asan Medical Center, 88, Olympic-ro 43-Gil, Songpa-gu, Seoul 05505 Republic of Korea
| | - Sujin Shin
- College of Nursing, Ewha Womans University, 52 Ewhayeodae-gil, Seodaemun-gu, Seoul 03760 Republic of Korea
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Carson OM, Laird EA, Reid BB, Deeny PG, McGarvey HE. Enhancing teamwork using a creativity-focussed learning intervention for undergraduate nursing students - A pilot study. Nurse Educ Pract 2018; 30:20-26. [PMID: 29494870 DOI: 10.1016/j.nepr.2018.02.008] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2016] [Revised: 10/12/2017] [Accepted: 02/18/2018] [Indexed: 11/19/2022]
Abstract
A cohort of year two students (n = 181) was exposed to a transformational and experiential learning intervention in the form of team-led poster development workshops to enhance competence and interpersonal skills for working in teams. The aims of this study were to test the suitability of an amended TeamSTEPPS teamwork perceptions questionnaire (T-TPQ) for measuring the impact of the intervention on students' perceptions of team working, and to ascertain students' views about the experience. This was a two phase pilot study. Phase 1 was a repeated measures design to test the T-TPQ for evaluating the impact of the experiential intervention, and Phase 2 was a survey of students' views and opinions. Descriptive and statistical analysis of the data were performed. Our findings suggest that age and part-time employment mediate towards more positive teamwork perceptions. Teamwork perceptions increased from week 3 to week 9 of the experiential intervention, and students viewed the experience positively. This was the first time that the T-TPQ was tested for suitability for measuring the impact of an experiential learning intervention among nursing students. Despite limitations, our study indicates that the amended T-TPQ is sensitive to changes in teamwork perceptions in repeated measures design studies among nursing students.
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Affiliation(s)
| | | | - B B Reid
- Ulster University, United Kingdom.
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Kalaian SA, Kasim RM. Effectiveness of various innovative learning methods in health science classrooms: a meta-analysis. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2017; 22:1151-1167. [PMID: 28091976 DOI: 10.1007/s10459-017-9753-6] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/05/2016] [Accepted: 01/06/2017] [Indexed: 05/13/2023]
Abstract
This study reports the results of a meta-analysis of the available literature on the effectiveness of various forms of innovative small-group learning methods on student achievement in undergraduate college health science classrooms. The results of the analysis revealed that most of the primary studies supported the effectiveness of the small-group learning methods in improving students' academic achievement with an overall weighted average effect-size of 0.59 in standard deviation units favoring small-group learning methods. The subgroup analysis showed that the various forms of innovative and reform-based small-group learning interventions appeared to be significantly more effective for students in higher levels of college classes (sophomore, junior, and senior levels), students in other countries (non-U.S.) worldwide, students in groups of four or less, and students who choose their own group. The random-effects meta-regression results revealed that the effect sizes were influenced significantly by the instructional duration of the primary studies. This means that studies with longer hours of instruction yielded higher effect sizes and on average every 1 h increase in instruction, the predicted increase in effect size was 0.009 standard deviation units, which is considered as a small effect. These results may help health science and nursing educators by providing guidance in identifying the conditions under which various forms of innovative small-group learning pedagogies are collectively more effective than the traditional lecture-based teaching instruction.
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Rakhudu MA, Davhana-Maselesele M, Useh U. A model of collaboration for the implementation of problem-based learning in nursing education in South Africa. Curationis 2017; 40:e1-e10. [PMID: 28893071 PMCID: PMC6091810 DOI: 10.4102/curationis.v40i1.1765] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2016] [Revised: 07/25/2017] [Accepted: 05/16/2017] [Indexed: 11/09/2022] Open
Abstract
Background The idea of collaboration between key stakeholders in nursing education for the implementation of problem-based learning (PBL) may have far-reaching implications for the institutions and students. Main objective To develop a model of collaboration to facilitate the implementation of PBL in nursing education. Methodology An exploratory sequential design was used. Qualitative data were collected from purposively recruited nurse educators from three universities in South Africa offering PBL and nurse managers from all the three hospitals in North West Province where PBL students are placed for clinical learning. A questionnaire was used to obtain data from respondents who were conveniently recruited. Model development, concept analysis, construction of relationships, description and evaluation were followed. Results This model has six elements: higher education and nursing education (context), institutions initiating PBL, clinical services, colleges affiliated to PBL universities, students and healthcare users (recipients), champions in PBL (agents), effective implementation of PBL (terminus), collaboration (process) and commitment, communication, trust and respect (dynamics). Conclusion Collaboration in implementing PBL can be a functional reality in the delivery of quality educational experiences and has far-reaching implications for the institutions and students. The implementation of the model in South African nursing education institutions may be necessary in the light of the revision of the preregistration qualifications. Recommendations Managerial commitment, training of collaborators on PBL and collaboration skills, memorandum of agreement, monitoring and evaluation are critical. More research is required to pilot the model and evaluate collaboration in implementing PBL at different levels of operations.
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Park EO, Park JH. Quasi-experimental study on the effectiveness of a flipped classroom for teaching adult health nursing. Jpn J Nurs Sci 2017; 15:125-134. [DOI: 10.1111/jjns.12176] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2016] [Revised: 02/16/2017] [Accepted: 03/16/2017] [Indexed: 11/28/2022]
Affiliation(s)
- Esther O. Park
- Nursing Department, College of Nursing and Public Health; Daegu University; Daegu South Korea
| | - Ji Hyun Park
- Department of Pharmacy; Ewha Womans University; Seoul South Korea
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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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Zhou H, Liu M, Zeng J, Zhu J. Selection of nursing teaching strategies in mainland China: A questionnaire survey. NURSE EDUCATION TODAY 2016; 39:147-151. [PMID: 27006047 DOI: 10.1016/j.nedt.2015.12.022] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2015] [Revised: 12/14/2015] [Accepted: 12/23/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND In nursing education, the traditional lecture and direct demonstration teaching method cannot cultivate the various skills that nursing students need. How to choose a more scientific and rational teaching method is a common concern for nursing educators worldwide. OBJECTIVE To investigate the basis for selecting teaching methods among nursing teachers in mainland China, the factors affecting the selection of different teaching methods, and the application of different teaching methods in theoretical and skill-based nursing courses. DESIGN Questionnaire survey. SETTINGS Seventy one nursing colleges from 28 provincial-level administrative regions in mainland China. PARTICIPANTS Following the principle of voluntary informed consent, 262 nursing teachers were randomly selected through a nursing education network platform and a conference platform. METHODS The questionnaire contents included the basis for and the factors influencing the selection of nursing teaching methods, the participants' common teaching methods, and the teaching experience of the surveyed nursing teachers. The questionnaires were distributed through the network or conference platform, and the data were analyzed by SPSS 17.0 software. RESULTS The surveyed nursing teachers selected teaching methods mainly based on the characteristics of the teaching content, the characteristics of the students, and their previous teaching experiences. The factors affecting the selection of teaching methods mainly included large class sizes, limited class time, and limited examination formats. The surveyed nursing teachers primarily used lectures to teach theory courses and the direct demonstration method to teach skills courses, and the application frequencies of these two teaching methods were significantly higher than those of other teaching methods (P=0.000). CONCLUSION More attention should be paid to the selection of nursing teaching methods. Every teacher should strategically choose teaching methods before each lesson, and nursing education training focused on selecting effective teaching methods should be more extensive.
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Affiliation(s)
- HouXiu Zhou
- School of Nursing, Third Military Medical University, 400038 Chongqing, China
| | - MengJie Liu
- School of Nursing, Third Military Medical University, 400038 Chongqing, China; Intensive Care Unit, The Affiliated Hospital of LuZhou Medical College, SiChuan 646000, China
| | - Jing Zeng
- School of Nursing, Third Military Medical University, 400038 Chongqing, China; School of Nursing, Chengdu Medical College, Chengdu, Sichuan, 618000, China
| | - JingCi Zhu
- School of Nursing, Third Military Medical University, 400038 Chongqing, China.
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Kilgour JM, Grundy L, Monrouxe LV. A Rapid Review of the Factors Affecting Healthcare Students' Satisfaction with Small-Group, Active Learning Methods. TEACHING AND LEARNING IN MEDICINE 2016; 28:15-25. [PMID: 26787081 DOI: 10.1080/10401334.2015.1107484] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
UNLABELLED 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.
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Affiliation(s)
- James M Kilgour
- a Institute of Medical Education, School of Medicine, Cardiff University , Cardiff , United Kingdom
| | - Lisa Grundy
- a Institute of Medical Education, School of Medicine, Cardiff University , Cardiff , United Kingdom
| | - Lynn V Monrouxe
- a Institute of Medical Education, School of Medicine, Cardiff University , Cardiff , United Kingdom
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Daniels FM, Fakude LP, Linda NS, Marie Modeste RR. Nurse educators' experiences of case-based education in a South African nursing programme. Curationis 2015; 38:1523. [PMID: 26842092 PMCID: PMC6091608 DOI: 10.4102/curationis.v38i2.1523] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2015] [Accepted: 09/30/2015] [Indexed: 11/04/2022] Open
Abstract
Background A school of nursing at a university in the Western Cape experienced an increase in student enrolments from an intake of 150 students to 300 students in the space of one year. This required a review of the teaching and learning approach to ensure that it was appropriate for effective facilitation of large classes. The case-based education (CBE) approach was adopted for the delivery of the Bachelor of Nursing programme in 2005. Aim The aim of the study was to explore nurse educators’ experiences, current practices and possible improvements to inform best practice of CBE at the nursing school in the Western Cape. Methods A participatory action research method was applied in a two day workshop conducted with nurse educators in the undergraduate nursing programme. The nominal group technique was used to collect the data. Results Three themes emerged from the final synthesis of the findings, namely: teaching and learning related issues, student issues and teacher issues. Amongst other aspects, theory and practice integration, as well as the need for peer support in facilitation of CBE, were identified as requiring strengthening. Conclusion It was concluded that case-based education should continue to be used in the school, however, more workshops should be arranged to keep educators updated and new staff orientated in respect of this teaching and learning approach.
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Lee J, Oh PJ. Effects of the Use of High-Fidelity Human Simulation in Nursing Education: A Meta-Analysis. J Nurs Educ 2015; 54:501-7. [DOI: 10.3928/01484834-20150814-04] [Citation(s) in RCA: 73] [Impact Index Per Article: 8.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2015] [Accepted: 05/21/2015] [Indexed: 01/23/2023]
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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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Abstract
One of the challenges in teaching clinicians is helping health care provider students, including midwives, develop the critical thinking and clinical decision-making skills needed for various situations encountered in practice. Health care provider students need to master the required core knowledge and skills but also need to assess, analyze, judge, decide on action, act, and evaluate their actions. Lecture-heavy classroom teaching, which is usually delivered separately from clinical experiences in health care education, focuses on knowledge acquisition, often leaving knowledge application to trial and error. Case studies are commonly used by faculty with a problem-based learning approach, which is more analytic but sometimes static. The unfolding case study presents students with a patient scenario that changes over time and allows for discussion; lecture points as needed; and decision making as the situation or condition changes, reflecting what happens in real-life clinical practice. The use of the unfolding case study moves health care provider education from fact-based lecturing to situation-based discussion and decision making as a person's condition or situation changes. Use of the unfolding case facilitates collaborative learning, covers necessary content, and assists students to think beyond the facts and use their clinical imagination. Unfolding case studies require students to begin to grasp the nature of a clinical situation and adjust interventions as the clinical situation unfolds. Steps in developing and using an unfolding case study for midwifery students are presented, including 2 examples. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health.
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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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Kim JH, Shin JS. Effects of an online problem-based learning program on sexual health care competencies among oncology nurses: a pilot study. J Contin Educ Nurs 2014; 45:393-401. [PMID: 25153429 DOI: 10.3928/00220124-20140826-02] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2014] [Accepted: 06/02/2014] [Indexed: 11/20/2022]
Abstract
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.
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Khatiban M, Sangestani G. The effects of using problem-based learning in the clinical nursing education on the students' outcomes in Iran: A quasi-experimental study. Nurse Educ Pract 2014; 14:698-703. [DOI: 10.1016/j.nepr.2014.10.002] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2013] [Revised: 09/27/2014] [Accepted: 10/15/2014] [Indexed: 11/16/2022]
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Walker SH, Davis G. Knowledge and reported confidence of final year midwifery students regarding giving advice on contraception and sexual health. Midwifery 2014; 30:e169-76. [DOI: 10.1016/j.midw.2014.02.002] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2013] [Revised: 12/16/2013] [Accepted: 02/11/2014] [Indexed: 10/25/2022]
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Spiers JA, Williams B, Gibson B, Kabotoff W, McIlwraith D, Sculley A, Richard E. Graduate nurses' learning trajectories and experiences of problem based learning: a focused ethnography study. Int J Nurs Stud 2014; 51:1462-71. [PMID: 24690266 DOI: 10.1016/j.ijnurstu.2014.03.002] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2013] [Revised: 12/06/2013] [Accepted: 03/05/2014] [Indexed: 11/16/2022]
Abstract
BACKGROUND Problem-based learning seeks to foster active, collaborative and self directed learning. It is increasingly utilized in health professional education; however, it is difficult to ascertain effectiveness. Empirically, student satisfaction does not match academic achievement but the reasons for this are unclear. OBJECTIVE To explore the experience trajectories and satisfaction of graduates who had completed an undergraduate problem-based learning nursing program. DESIGN AND METHODS Qualitative focused ethnography using individual and group semi-structured interviews. Categories and themes were identified using inductive constant comparison. A comparative matrix analysis of differing levels of the two core processes illuminated specific experience profiles. PARTICIPANTS AND SETTING Forty five program graduates who had graduated between one and nine years previously from a Western Canadian program offered at four academic sites. The sample was mostly female (n=37), aged 26-30 years (n=23) and graduated 5-8 years previously (n=20). RESULTS Levels of satisfaction with the program varied markedly. Two core processes contributed to this: "understanding" and "valuing" problem-based learning. Specific experience profiles included: "Happy as fish in water" which represents those who understood and valued the approach, and flourished; "I'll do it but I won't like it" reflects those who understood and could adjust to the academic context but did not particularly value it; "I just want to be a nurse" characterized those who consistently disliked and resisted the process but endured in order to graduate. Each profile was characterized by attitudes, intentions, learning preferences and program satisfaction. CONCLUSIONS We theorize an underlying mechanism explaining these diverse levels of satisfaction are differing orientations to studying. This approach to understanding how students typically approach learning is strongly linked to perceptions of academic quality and program satisfaction in higher education research, although it has been neglected in nursing problem-based learning research. Orientations to studying include reproductive surface learning, deep learning for understanding and meaning, and strategic approaches to maximize desired objectives. These orientations are congruent with the descriptive typologies developed in this research. This provides an effective explanation as to why some students adapt easily and flourish in problem-based learning contexts, while others continually struggle to adapt. Further research is needed to determine the relationship between deep, surface, and strategic orientations to study and student satisfaction in nursing programs.
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Affiliation(s)
- J A Spiers
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada.
| | - B Williams
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
| | - B Gibson
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
| | - W Kabotoff
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
| | - D McIlwraith
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
| | - A Sculley
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
| | - E Richard
- Department of Nursing Education and Health Studies, Grande Prairie Regional College, Alberta, Canada
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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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Kumar D, Raina SK, Bhardwaj AK, Chander V. Capacity building of AYUSH practitioners to study the feasibility of their involvement in non-communicable disease prevention and control. Anc Sci Life 2013; 32:116-9. [PMID: 24167339 PMCID: PMC3807955 DOI: 10.4103/0257-7941.118552] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
BACKGROUND Sharing of public health knowledge and skills by professionals in allopathic system of medicine with Ayurveda, Yoga, and Naturopathy, Unani, Siddha and Homeopathy (AYUSH) professionals in India has always been considered as part of integrating the health system in India. But till date, a curriculum has not been framed for follow-up. MATERIALS AND METHODS A training course was developed for AYUSH professionals in India on the public health principles for the prevention and control of non-communicable diseases (NCDs). Three course chairs interacted with international and national public health and AYUSH experts, and the curriculum for a 3-month course was developed. RESULTS The curriculum comprised interactive lectures, problem-based exercise, field visits, and research protocol development. A total of four participants, nominated by the World Health Organization, India, were trained during the course, with significant (P = 0.00) improvement in knowledge from 53.2 to 80.0 points. CONCLUSION A novel and feasible public health course for complementary and alternative medicine professionals on the public health principles for NCDs' prevention and control is needed to bridge the demand gap for public health professionals in India.
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Affiliation(s)
- Dinesh Kumar
- Department of Community Medicine, Dr. R. P. Government Medical College, Tanda, Himachal Pradesh, India
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Yu D, Zhang Y, Xu Y, Wu J, Wang C. Improvement in Critical Thinking Dispositions of Undergraduate Nursing Students Through Problem-Based Learning: A Crossover-Experimental Study. J Nurs Educ 2013; 52:574-81. [DOI: 10.3928/01484834-20130924-02] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2013] [Accepted: 05/15/2013] [Indexed: 11/20/2022]
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Kim JH, Park IH, Shin S. Systematic Review of Korean Studies on Simulation within Nursing Education. ACTA ACUST UNITED AC 2013. [DOI: 10.5977/jkasne.2013.19.3.307] [Citation(s) in RCA: 47] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022]
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