Journal of Korean Academy of Nursing

Original Articles

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

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.

Citations

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Development and Evaluation of a PBL-based Continuing Education for Clinical Nurses: A Pilot Study: Hee Soon Kim, Seon Young Hwang, Eui Geum Oh, Jae Eun Lee; Journal of Korean Academy of Nursing 2006;36(8):1308-1314. Published online March 28, 2017; DOI: https://doi.org/10.4040/jkan.2006.36.8.1308

Abstract PDF

Purpose

The purposes of this study were to develop a PBL program for continuing nurse education and to evaluate the program after its implementation.

Methods

The PBL program was developed in the core cardio-pulmonary nursing concepts through a collaborative approach with a nursing school and a hospital. The PBL packages with simulation on ACLS were implemented to 40 clinical nurses. The entire PBL program consisted of six 3-hour weekly classes and was evaluated by the participants' subjective responses.

Results

Two PBL packages in cardio-pulmonary system including clinical cases and tutorial guidelines were developed. The 57.5% of the participants responded positively about the use of PBL as continuing nurse education in terms of self-motivated and cooperative learning, whereas 20.0% of the participants answered that the PBL method was not suitable for clinical nurses. Some modifications were suggested in grouping participants and program contents for PBL.

Conclusion

The PBL method could be utilized to promote nurses' clinical competencies as well as self-learning abilities. Further research is needed in the implementation strategies of PBL-based continuing education in order to improve its effectiveness.

Citations

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Cynthia Filteau, Arnaud Simeone, Christine Ravot, David Dayde, Claire Falandry
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Perception about Problem-based Learning in Reflective Journals among Undergraduate Nursing Students: Seon Young Hwang, Keum Seong Jang; Journal of Korean Academy of Nursing 2005;35(1):65-76. Published online March 28, 2017; DOI: https://doi.org/10.4040/jkan.2005.35.1.65

Abstract PDF

Objective

The aim of this study is to explore the variation in perceptions about problem-based learning(PBL) according to the level of academic achievement and learning attitude in the nursing students of a junior college (3-year program).

Method

Students (n=39) learned the respiratory and cardiac system with seven PBL packages and group-based learning for a semester in 2002. Students were asked to write reflective journals that focused on their learning perception after an experience with each learning package. A total of 208 journals were used for analysis.

Result

Students positively perceived that PBL making them increase their sense of responsibility for learning and felt satisfaction with the learning process, and had a confidence in the use of clinical nursing interventions. On the other hand, they negatively perceived that PBL was a burden because it took more time than traditional learning tasks, and they experienced an anxiety about regular tests and felt conflicts and diffidences in the learning process. The negative perceptions were expressed more often from students with a low academic achievement and low learning attitude compared to others.

Conclusion

Students perceived the PBL as effective in understanding the learning concepts in the clinical practice environment. PBL need to be supplemented by feedback-based lecture and facilitative strategies for academically low-achieved students.

Citations

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The Effects of PBL(Problem-Based Learning) on the Metacognition, Critical Thinking, and Problem Solving Process of Nursing Students: Heejung Choi; Journal of Korean Academy of Nursing 2004;34(5):712-721. Published online March 28, 2017; DOI: https://doi.org/10.4040/jkan.2004.34.5.712

Abstract PDF

Purpose

This investigation examined the effect of PBL on the meta-cognition, critical thinking, and problem solving process.

Method

The research design was pre-posttest with a nonequivalent control group design. Scenarios for PBL sessions were developed on the basis of textbooks and patients' charts and tested for content validity. Seventy six nursing students who took a ‘Nursing Process’ course from two nursing schools participated in the experimental group and control group. The experimental group performed PBL during the semester. Meta-cognition and problem solving processes were assessed by questionnaires which were developed using pedagogics. Critical thinking was measured by the CCTST(California Critical Thinking Skill Test) Form 2000. The data was analyzed by repeated measure (pretest-posttest) MANOVA, and correlation analysis.

Result

PBL improved the participants' meta-cognition and problem solving process but not critical thinking. The relationship between meta-cognition and the problem solving process was supported but the relationship between critical thinking and problem solving was not supported.

Conclusion

These results suggest that PBL has a positive effect on nursing students' educational outcomes. To improve the problem solving ability of nursing students, PBL should be applied to more subjects in the nursing curriculum.

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Effects of a Problem-Based Learning Program on Health Education for Elders: Young Ju Son, Eun Young Choi, Young A Song; J Korean Acad Nurs 2009;39(2):207-216. Published online April 28, 2009; DOI: https://doi.org/10.4040/jkan.2009.39.2.207

Abstract PDF

Purpose

The purposes of this study was to analyze the effects of a health education program using problem-based learning on health related knowledge, behavior, and quality of life in elderly people.

Methods

The participants included 44 elders, of whom 23 took the health education program and 21 did not. All participants were over 60 yr of age and were selected from residents of nursing homes or participants in activities of social welfare facilities in Jeju Province. Elders in both groups completed pre- and post-tests. Elders in the education group participated in 5 weekly sessions, 100-120 min/session of problem-based learning on health education. Data were analyzed using SPSS WIN 12.0.

Results

Scores for health knowledge, health behavior, and quality of life for the education group were significantly higher than those of the control group.

Conclusion

A problem-based learning health education program can be recommended as a method to promote the health of the elders. Indirectly, the results seem to indicate that proper assessment and support should be provided simultaneously in the management of elders' health. Finally, future study is needed to examine whether problem-based learning is more helpful compared to traditional education.

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Nursing Students' Experiences with Facilitator in Problem-Based Learning Class
Jin Hyang Yang, BokSun Yang
Asian Nursing Research.2013; 7(4): 198. CrossRef

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