2.50
Hdl Handle:
http://hdl.handle.net/10755/152202
Type:
Presentation
Title:
Impact of Problem-Based Learning on Nursing Students' Approaches to Learning
Abstract:
Impact of Problem-Based Learning on Nursing Students' Approaches to Learning
Conference Sponsor:Sigma Theta Tau International
Conference Year:2008
Author:Fu, Idy C.Y., RN, BN, MPHC
P.I. Institution Name:The University of Hong Kong
Title:Teaching Consultant
Co-Authors:Agnes F. Y. Tiwari, PhD, RN; Veronica S.F. Lam, RN, RM, BAppSc, MN, MHA; Felix K.H. Yuen, RN, RMN, RNT, DMS, BA, MSc, PhD; Sophia S.C. Chan, PhD, MPH, MEd, PRDHCE, DNA, RN, RSCN
[Research Paper or Poster Presentation] Background: Problem-based learning (PBL) has been widely accepted as an innovative teaching strategy that helps develop students' ability to inquire and fosters a deep learning approach, which is essential for nursing students' learning in various clinical scenarios. However PBL has received limited attention in nursing education locally. This study aims to examine the impact of problem-based learning on students' approaches to learning in clinical nursing education. Method: 122 year II nursing undergraduates consented to participate in a quasi-experimental study with pretest and posttest adopted. 25 of them were assigned to 4 treatment groups and 29 to 4 control groups supervised by the same tutors, whereas 68 in other control groups were assigned to different tutors during clinical placements in which PBL tutorials were utilized. Feedback on group activities was given by the research team to treatment groups as intervention. The revised two-factor Study Process Questionnaires were administered anonymously at the beginning and 6-month to measure changes in students' learning approaches. Focus group interviews were used to elicit students' PBL experience. Results: 99.2% participants completed the questionnaires at both time points. The mean score for deep approach learning increased in treatment groups but decreased in both control groups post PBL implementation. The changes in deep approach learning at 6-month was significant in treatment groups as compared to control groups (p=0.018). Focus group interview data revealed students' positive feelings of PBL experience: think more deeply and broadly, learn actively in a self-directed manner, and a more interactive group learning process. Conclusions: Problem-based learning cultivates a self-directed learning attitude and fosters a deep approach to learning in the context of clinical nursing education. Guidelines and feedbacks on PBL group activities by an experienced facilitator would help establish a conducive environment for effective clinical teaching and learning.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleImpact of Problem-Based Learning on Nursing Students' Approaches to Learningen_GB
dc.identifier.urihttp://hdl.handle.net/10755/152202-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Impact of Problem-Based Learning on Nursing Students' Approaches to Learning</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2008</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Fu, Idy C.Y., RN, BN, MPHC</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">The University of Hong Kong</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Teaching Consultant</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">cyfu@hkucc.hku.hk</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Agnes F. Y. Tiwari, PhD, RN; Veronica S.F. Lam, RN, RM, BAppSc, MN, MHA; Felix K.H. Yuen, RN, RMN, RNT, DMS, BA, MSc, PhD; Sophia S.C. Chan, PhD, MPH, MEd, PRDHCE, DNA, RN, RSCN</td></tr><tr><td colspan="2" class="item-abstract">[Research Paper or Poster Presentation] Background: Problem-based learning (PBL) has been widely accepted as an innovative teaching strategy that helps develop students' ability to inquire and fosters a deep learning approach, which is essential for nursing students' learning in various clinical scenarios. However PBL has received limited attention in nursing education locally. This study aims to examine the impact of problem-based learning on students' approaches to learning in clinical nursing education. Method: 122 year II nursing undergraduates consented to participate in a quasi-experimental study with pretest and posttest adopted. 25 of them were assigned to 4 treatment groups and 29 to 4 control groups supervised by the same tutors, whereas 68 in other control groups were assigned to different tutors during clinical placements in which PBL tutorials were utilized. Feedback on group activities was given by the research team to treatment groups as intervention. The revised two-factor Study Process Questionnaires were administered anonymously at the beginning and 6-month to measure changes in students' learning approaches. Focus group interviews were used to elicit students' PBL experience. Results: 99.2% participants completed the questionnaires at both time points. The mean score for deep approach learning increased in treatment groups but decreased in both control groups post PBL implementation. The changes in deep approach learning at 6-month was significant in treatment groups as compared to control groups (p=0.018). Focus group interview data revealed students' positive feelings of PBL experience: think more deeply and broadly, learn actively in a self-directed manner, and a more interactive group learning process. Conclusions: Problem-based learning cultivates a self-directed learning attitude and fosters a deep approach to learning in the context of clinical nursing education. Guidelines and feedbacks on PBL group activities by an experienced facilitator would help establish a conducive environment for effective clinical teaching and learning.</td></tr></table>en_GB
dc.date.available2011-10-26T11:27:36Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T11:27:36Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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