Effects of Problem-Based Learning Vs. Traditional Lecture on Taiwanese Students' Nursing Administration Project

2.50
Hdl Handle:
http://hdl.handle.net/10755/603827
Category:
Full-text
Type:
Poster
Title:
Effects of Problem-Based Learning Vs. Traditional Lecture on Taiwanese Students' Nursing Administration Project
Author(s):
Lin, Wei-Ting; Yu, Ching-Yun; Lin, Pei-Chao
Lead Author STTI Affiliation:
Non-member
Author Details:
Wei-Ting Lin, RN, waittea@gmail.com; Ching-Yun Yu, RN; Pei-Chao Lin, RN
Abstract:
Session presented on Saturday, April 9, 2016, and Friday, April 8, 2016: Problem- based learning as become a great emphasis in nursing education; however, problem- based learning has been used to improve clinical care and rarely used the nursing administration project. The empirical finds of promote deep learning in problem- based learning remain and unclear (Loyens, Gijbels, Coertjens & Côté, 2013). This study is trying to answer three questions: Is problem-based learning better more effective then lecture-based learning in nursing administration project? Second, what are the factors (personality, coordination, self-directed learning) that will influence the learning outcome of the student in nursing administration project? Third, is the problem-based learning and lecture-based learning of nursing administration project enough for student to conduct a basic nursing administration project? A new problem-based learning episode specific for nursing administration project for senior nursing student will be developed. This study is a quasi-experimental design with nonequivalent design. We use both qualitative and quantitative method. We will use a quasi-experimental design experimental design. Student will be convenient assigned into two groups based on their clinical practicum. The group one will have a lecture-based case first with class quiz and will have the Problem-based learning episode for around 4 month with a quiz. The groups two will have problem-based learning episode first with quiz and have a lecture-base episode at the end with a quiz. Both groups will have another follow-up test at the end of six month completion. We will use pair t-test to compare the between-group difference and repeated measure ANOVA to compare the different groups. This can answer the question if the problem-based learning better more effective then lecture-based learning. Second, ANOCOVA was used to answered the question if the factors (personality, relational coordination, self-directed learning) will influence the learning outcome of the student in nursing administration project? Focus group will be used to answer the third question and the student who volunteers to write administration nursing project will join the focus group with teachers to discuss how they have learned through the entire clinical practicum and compared the experience during the problem-based learning episode and lecture base learning.
Keywords:
problem-based learning; personality; nursing administration project
Repository Posting Date:
29-Mar-2016
Date of Publication:
29-Mar-2016
Other Identifiers:
NERC16PST53
Conference Date:
2016
Conference Name:
Nursing Education Research Conference 2016
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing, and National League for Nursing
Conference Location:
Washington, DC
Description:
Nursing Education Research Conference Theme: Research as a Catalyst for Transformative Practice

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typePosteren
dc.titleEffects of Problem-Based Learning Vs. Traditional Lecture on Taiwanese Students' Nursing Administration Projecten
dc.contributor.authorLin, Wei-Tingen
dc.contributor.authorYu, Ching-Yunen
dc.contributor.authorLin, Pei-Chaoen
dc.contributor.departmentNon-memberen
dc.author.detailsWei-Ting Lin, RN, waittea@gmail.com; Ching-Yun Yu, RN; Pei-Chao Lin, RNen
dc.identifier.urihttp://hdl.handle.net/10755/603827en
dc.description.abstractSession presented on Saturday, April 9, 2016, and Friday, April 8, 2016: Problem- based learning as become a great emphasis in nursing education; however, problem- based learning has been used to improve clinical care and rarely used the nursing administration project. The empirical finds of promote deep learning in problem- based learning remain and unclear (Loyens, Gijbels, Coertjens & Côté, 2013). This study is trying to answer three questions: Is problem-based learning better more effective then lecture-based learning in nursing administration project? Second, what are the factors (personality, coordination, self-directed learning) that will influence the learning outcome of the student in nursing administration project? Third, is the problem-based learning and lecture-based learning of nursing administration project enough for student to conduct a basic nursing administration project? A new problem-based learning episode specific for nursing administration project for senior nursing student will be developed. This study is a quasi-experimental design with nonequivalent design. We use both qualitative and quantitative method. We will use a quasi-experimental design experimental design. Student will be convenient assigned into two groups based on their clinical practicum. The group one will have a lecture-based case first with class quiz and will have the Problem-based learning episode for around 4 month with a quiz. The groups two will have problem-based learning episode first with quiz and have a lecture-base episode at the end with a quiz. Both groups will have another follow-up test at the end of six month completion. We will use pair t-test to compare the between-group difference and repeated measure ANOVA to compare the different groups. This can answer the question if the problem-based learning better more effective then lecture-based learning. Second, ANOCOVA was used to answered the question if the factors (personality, relational coordination, self-directed learning) will influence the learning outcome of the student in nursing administration project? Focus group will be used to answer the third question and the student who volunteers to write administration nursing project will join the focus group with teachers to discuss how they have learned through the entire clinical practicum and compared the experience during the problem-based learning episode and lecture base learning.en
dc.subjectproblem-based learningen
dc.subjectpersonalityen
dc.subjectnursing administration projecten
dc.date.available2016-03-29T13:10:43Zen
dc.date.issued2016-03-29en
dc.date.accessioned2016-03-29T13:10:43Zen
dc.conference.date2016en
dc.conference.nameNursing Education Research Conference 2016en
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursing, and National League for Nursingen
dc.conference.locationWashington, DCen
dc.descriptionNursing Education Research Conference Theme: Research as a Catalyst for Transformative Practiceen
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