Effects of Problem-Based Learning on Clinical Reasoning Ability: From Rhetoric to Reality

2.50
Hdl Handle:
http://hdl.handle.net/10755/243265
Category:
Abstract
Type:
Presentation
Title:
Effects of Problem-Based Learning on Clinical Reasoning Ability: From Rhetoric to Reality
Author(s):
Poh, Chee Lien
Author Details:
Poh, Chee Lien, MHSc (Education), BN, AdvDipNursing (Gerontology), RN, Chee_Lien_POH@imh.com.sg;
Abstract:
Clinical reasoning is an important skill and competency required for all nurses. Despite of its importance, clinical reasoning remains poorly exercised by nurses in various clinical settings (Greenwood, 2000; Greenwood, Sullivan, Spence, & McDonald, 2000), seriously endangering patient care and outcomes (Happell & Platania-Phung, 2005; Higgs, et al., 2001). Many researchers attribute this crucial theory-practice gap to the lack of effective teaching and learning methodologies that foster clinical reasoning abilities and demonstrate its application in reality (Banning, 2008a; Bucknall, 2003). Hence, it is imperative to explore alternative education methodologies that address this challenge. One such methodology is problem-based learning.

The purpose of this study was to examine the effects of problem-based and traditional mental health clinical attachment programmes on student nurses’ clinical reasoning abilities. This study focused specifically on the use of problem-based learning in a mental health clinical attachment programme designed to facilitate the development of clinical reasoning among student nurses.

This study used a between-group pre- and post-test experiment design to ascertain the effects of problem-based and non-problem-based mental health clinical nursing education on the clinical reasoning abilities of student nurses on 2-week mental health clinical attachment programme. A total of 212 Year 2 student nurses, who were pursuing their 3-year Diploma in Nursing or Diploma in Health Science (Nursing) programmes with any of the two academic tertiary institutions that offer these programmes in Singapore, were recruited over a period of two months during their clinical attachment programme at a mental health hospital in Singapore. The findings from this study provided useful evidence-based information that assisted nurse educators in making informed decisions when adopting problem-based learning as a teaching and learning methodology for clinical nursing education. Eventually, this would benefit the patients, their families, the society and the nursing profession.

Keywords:
Clinical reasoning; Clinical education; Problem-Based Learning
Repository Posting Date:
12-Sep-2012
Date of Publication:
12-Sep-2012
Conference Date:
2012
Conference Name:
23rd International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Brisbane, Australia

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleEffects of Problem-Based Learning on Clinical Reasoning Ability: From Rhetoric to Realityen_GB
dc.contributor.authorPoh, Chee Lienen_GB
dc.author.detailsPoh, Chee Lien, MHSc (Education), BN, AdvDipNursing (Gerontology), RN, Chee_Lien_POH@imh.com.sg;en_GB
dc.identifier.urihttp://hdl.handle.net/10755/243265-
dc.description.abstractClinical reasoning is an important skill and competency required for all nurses. Despite of its importance, clinical reasoning remains poorly exercised by nurses in various clinical settings (Greenwood, 2000; Greenwood, Sullivan, Spence, &amp; McDonald, 2000), seriously endangering patient care and outcomes (Happell &amp; Platania-Phung, 2005; Higgs, et al., 2001). Many researchers attribute this crucial theory-practice gap to the lack of effective teaching and learning methodologies that foster clinical reasoning abilities and demonstrate its application in reality (Banning, 2008a; Bucknall, 2003). Hence, it is imperative to explore alternative education methodologies that address this challenge. One such methodology is problem-based learning. <p>The purpose of this study was to examine the effects of problem-based and traditional mental health clinical attachment programmes on student nurses&rsquo; clinical reasoning abilities. This study focused specifically on the use of problem-based learning in a mental health clinical attachment programme designed to facilitate the development of clinical reasoning among student nurses. <p>This study used a&nbsp;between-group pre- and post-test experiment design&nbsp;to ascertain the effects of problem-based and non-problem-based mental health clinical nursing education on the clinical reasoning abilities of student nurses on 2-week mental health clinical attachment programme. A total of 212 Year 2 student nurses, who were pursuing their 3-year Diploma in Nursing or Diploma in Health Science (Nursing) programmes with any of the two academic tertiary institutions that offer these programmes in Singapore, were recruited over a period of two months during their clinical attachment programme at a mental health hospital in Singapore.&nbsp;The findings from this study provided useful evidence-based information that assisted nurse educators in making informed decisions when adopting problem-based learning as a teaching and learning methodology for clinical nursing education. Eventually, this would benefit the patients, their families, the society and the nursing profession.en_GB
dc.subjectClinical reasoningen_GB
dc.subjectClinical educationen_GB
dc.subjectProblem-Based Learningen_GB
dc.date.available2012-09-12T09:19:50Z-
dc.date.issued2012-09-12-
dc.date.accessioned2012-09-12T09:19:50Z-
dc.conference.date2012en_GB
dc.conference.name23rd International Nursing Research Congressen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationBrisbane, Australiaen_GB
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