Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning

2014 ◽  
Vol 34 (1) ◽  
pp. 52-56 ◽  
Author(s):  
Eunyoung Choi ◽  
Ruth Lindquist ◽  
Yeoungsuk Song
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Self Directed Learning ◽  
Traditional Lecture ◽  
Directed Learning

scholarly journals Literature Review and Meta-Analysis of Problem-Based Learning in Nursing Students

2020 ◽  
Vol 27 (3) ◽  
pp. 246-258
Author(s):  
Yeoungsuk Song ◽  
Seurk Park
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Problem Solving ◽  
Meta Analysis ◽  
Problem Based Learning ◽  
Risk Of Bias ◽  
Low Risk ◽  
Cochrane Library ◽  
Self Directed Learning ◽  
Directed Learning

Purpose: The objective of this systematic review and meta-analysis was to estimate the effectiveness of problem-based learning in developing student nurses’ critical thinking, problem solving, and self-directed learning.Methods: To conduct the meta-analysis, 1,963 studies were retrieved from eight databases (Pubmed, EMbase, CINAHL, Cochrane Library, KERIS, KISS, NDSL, KoreaMed) without restriction on publication year. Articles published up to March 2019 were selected for this study. Fourteen studies were selected for meta-analysis based on satisfaction of inclusion criteria and low risk of bias. Baseline demographic data, exercise features, and outcome data were extracted from all trials included. The data was analyzed using the RevMan 5.3 program.Results: Most studies were of low risk of bias. The pooled effect size showed problem-based learning was able to improve nursing students’ critical thinking (ES=0.29, 95% Cl=0.04~0.54, <i>p</i>=.002), problem solving (ES=0.39, 95% Cl=-0.09~0.87, <i>p</i>=.11), and self-directed learning (ES=0.35, 95% Cl=-0.22~0.91, <i>p</i>=.23) compared with traditional lectures.Conclusion: PBL help improve the critical thinking in nursing students. Although problem solving and self directed learning were not affected, more research with a larger sample size and repeated meta-analysis of PBL are required.

scholarly journals Problem-based Learning: Nursing students’ attitude, self-reported competence, tutorial performance and self-directed learning readiness

2018 ◽  
Vol 8 (10) ◽  
pp. 11
Author(s):  
Judith C. Bruce ◽  
Melanie Lack ◽  
Nthabiseng M. Bomvana ◽  
Nomawethu Qamata-Mtshali
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Personal Growth ◽  
Health Professionals ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Learning Readiness ◽  
Directed Learning

Background and objectives: Problem-based learning (PBL) is widely recognized as progressive pedagogy for the preparation of a range of health professionals. Despite the prominence of PBL in contemporary discussions about the education of future health professionals, its value is increasingly being contested in light of shrinking resources and increasing student enrolments in universities.  The objectives were to ascertain Bachelor of Nursing (BN) students’ attitude towards the value of PBL as a learning strategy; to determine BN students’ degree of certainty about their competence in PBL processes; to determine whether student performance in PBL tutorials improve over four years of study; and to compare the self-directed learning readiness of PBL students to those who are not exposed to PBL.Methods: The study followed a descriptive and comparative survey design to collect the data. Participants were BN students who were invited to participate in the descriptive survey (n = 92), and purposively selected (n = 159) for comparison between PBL (n = 54) and non-PBL (n = 105) groups.Results: The majority of students found PBL a stimulating (59.8%; n = 55), useful (65.2%; n = 60), empowering (70.6%; n = 65) and enlightening (60.8%; n = 56) learning strategy; most students (53.2%; n = 49) expressed certainty about their competence in “accessing relevant literature/evidence” but more (56.3%; n = 52) were less certain about their ability to “integrate information into nursing care”. First year students performed poorly in PBL tutorials but showed a significant improvement in the final year of study in problem-solving (p = .0001), contribution to the group (p = .000), communication (p = .000), critical thinking (p = .001), learning skills (p = .001), personal growth (p = .000) and leadership skills (p = .041). There was no significant difference between PBL and non-PBL students’ overall readiness for self-directed learning (p = .69).Conclusions: The findings suggest that BN students generally have a positive attitude towards PBL, finding it stimulating, useful, empowering and enlightening in a transformative learning environment. However, fewer students feel that they are competent in the majority of the PBL processes. The biggest learning gains for students during PBL tutorials are in problem-solving, contributions to the group, communication, learning skills, critical thinking, personal growth and leadership. PBL and non-PBL students are similar in their self-directed learning readiness regardless of the learning strategy used.

scholarly journals The Effects of Jigsaw Cooperation Learning on Communication Ability, Problem Solving Ability, Critical Thinking Disposition, Self-directed Learning Ability and Cooperation of Nursing Students

2019 ◽  
Vol 25 (4) ◽  
pp. 508-516
Author(s):  
Myo Gyeong Kim ◽  
Hye Won Kim
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Problem Solving ◽  
Learning Ability ◽  
Self Directed Learning ◽  
Critical Thinking Disposition ◽  
Directed Learning ◽  
Communication Ability ◽  
Thinking Disposition

Purpose: This study was conducted to examine the effects of jigsaw cooperative learning on the communication ability, problem solving ability, critical thinking disposition, self-directed learning ability and cooperation of nursing students. Methods: A one-group, pre-post design was utilized with 92 nursing students as subjects. The data were analyzed using descriptive statistics and paired t-tests using SPSS/WIN 24.0. Results: The scores on problem solving ability, self-directed learning ability and cooperation were significantly increased after the education intervention. Conclusion: These findings indicate that cooperation learning is an effective intervention for improving problem-solving, self-directed learning ability, and cooperation in nursing education.

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