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Original Article
- A Comparative Study on Learning Outcomes according to the Integration Sequences of S-PBL in Nursing Students: Randomized Crossover Design
- So Young Yun, Ja Yun Choi
- J Korean Acad Nurs 2019;49(1):92-103. Published online February 28, 2019
- DOI: https://doi.org/10.4040/jkan.2019.49.1.92
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Abstract
PDF Purpose This study aimed to compare the effects of simulation integrated with problem based learning (S-PBL) according to the sequences of problem-based learning (PBL) and high fidelity simulation training (HFS) on knowledge, clinical performance, clinical judgment, self-confidence, and satisfaction in fourth-grade nursing students.
Methods In this randomized crossover design study, four S-PBLs on medical-surgical nursing were applied alternatively to two randomly-assigned groups of 26 senior nursing students for 8 weeks. The collected data were analyzed using an independent t-test.
Results The method of administering PBL prior to HFS led to significantly higher scores on knowledge (t=2.28,
p =.025) as compared to the method of administering HFS prior to PBL. However, the latter method led to significantly higher scores on clinical performance (t=−6.49,p <.001) and clinical judgment (t=−4.71,p <.001) as compared to the method of administering PBL prior to HFS. There were no differences in the effect of the two methods on self-confidence (t=1.53,p =.128) and satisfaction (t=1.28,p =.202).Conclusion The integration sequences of S-PBL was associated with different learning outcomes. Therefore, when implementing S-PBL, it is necessary to consider the educational goal to executes an appropriate sequence of integration.
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Citations
Citations to this article as recorded by
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