Effect of nursing education applying Problem Based Learning on knowledge, Self-Leadership, Goal Commitment and Problem Solving Ability of Nursing Students

2019 ◽  
Vol 19 (1) ◽  
pp. 281-297
Author(s):  
Da In Lee
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Goal Commitment

Case Study Method and Problem-Based Learning: Utilizing the Pedagogical Model of Progressive Complexity in Nursing Education

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Michelle A McMahon ◽  
Kimberly A. Christopher
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Problem Solving ◽  
Student Development ◽  
Clinical Judgment ◽  
Clinical Decision Making ◽  
Care Delivery ◽  
Problem Based Learning ◽  
Pedagogical Model ◽  
Clinical Scenarios

As the complexity of health care delivery continues to increase, educators are challenged to determine educational best practices to prepare BSN students for the ambiguous clinical practice setting. Integrative, active, and student-centered curricular methods are encouraged to foster student ability to use clinical judgment for problem solving and informed clinical decision making. The proposed pedagogical model of progressive complexity in nursing education suggests gradually introducing students to complex and multi-contextual clinical scenarios through the utilization of case studies and problem-based learning activities, with the intention to transition nursing students into autonomous learners and well-prepared practitioners at the culmination of a nursing program. Exemplar curricular activities are suggested to potentiate student development of a transferable problem solving skill set and a flexible knowledge base to better prepare students for practice in future novel clinical experiences, which is a mutual goal for both educators and students.

scholarly journals The Effects of Flipped Learning Approaches in Anatomy Class

2021 ◽  
Vol 13 (24) ◽  
pp. 13724
Author(s):  
Younghui Hwang ◽  
Jihyun Oh
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Problem Solving ◽  
Controlled Study ◽  
Learning Approaches ◽  
Flipped Learning ◽  
Advanced Learners ◽  
Learning Group ◽  
Undergraduate Nursing ◽  
Pedagogical Innovations

Pedagogical innovations applying flipped learning models are being applied in nursing education. The aim of this study was to verify the effects of the flipped learning approach in an anatomy class among undergraduate nursing students. This was a non-randomized controlled study. Of 154 nursing students enrolled in an anatomy class in South Korea, 79 were in the lecture-based group and 75 were in the flipped learning group. Data were collected using structured questionnaires. Problem solving ability and self-leadership improved significantly in the flipped learning group after the intervention but decreased in the lecture-based group. There was no difference in critical thinking between the flipped learning and control groups. The participants in the flipped learning group were more satisfied with the class than those in the lecture-based group. Flipped learning facilitates interactive activities that support the needs of advanced learners and provide more opportunities to develop problem-solving abilities and self-leadership.

scholarly journals Effectiveness of Simulation linked Problem Based Learning on Nursing College Students in South Korea

2020 ◽  
Vol 9 (2) ◽  
pp. 15
Author(s):  
Mi-Hye Lim
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Problem Solving ◽  
South Korea ◽  
Self Efficacy ◽  
Problem Based Learning ◽  
T Test ◽  
Critical Thinking Disposition ◽  
Before And After ◽  
Thinking Disposition

The purpose of this study was to investigate the effect of simulation with problem based learning on learning self-efficacy, critical thinking disposition and problem solving ability on nursing students in South Korea. The study was used one group pre-post test design, conducted on 65 nursing students in C Province and from August 27th to November 14th 2018. The study purpose was explained to the subject and a written informed consent was obtained. The participants were divided into three classes of five groups each. Every group consisted of four to five students. Simulation linked problem based learning was conducted for a total of nine hours: three hours a week over a period of three weeks. The differences between self-efficacy, problem solving ability, and critical thinking tendency were examined before and after simulation linked problem based learning. Data were collected through a self-reported questionnaire and analyzed using t-test, paired-t-test, Pearson's correlation. The scores of learning self-efficacy and critical thinking disposition after the simulation with problem-based learning were significantly higher than before simulation with problem-based learning. Learning self-efficacy after S-PBL had a significant positive correlation with critical thinking tendency and problem-solving ability, and there was a correlation between critical thinking tendency and the degree of problem-solving ability. As simulation with problem based learning improves the learning self-efficacy and critical thinking disposition of nursing students, it is necessary to develop scenarios based on various clinical cases and to operate a learning method to experience the problem-solving process.

scholarly journals The Effect of Simulation Nursing Education Using the Outcome-Present State-Test Model on Clinical Reasoning, the Problem-Solving Process, Self-Efficacy, and Clinical Competency in Korean Nursing Students

Healthcare ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 243
Author(s):  
Yon Hee Seo ◽  
Mi Ran Eom
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Problem Solving ◽  
Clinical Reasoning ◽  
Education Program ◽  
Self Efficacy ◽  
Control Group ◽  
Clinical Competency ◽  
Problem Solving Process ◽  
Experimental Group

The purpose of this study was to assess the effect of a simulation nursing education program in terms of clinical reasoning, problem-solving process, self-efficacy, and clinical competency using the Outcome-Present State-Test (OPT) model in nursing students. The participants comprised 45 undergraduate nursing students recruited from two universities in Korea. The number of nursing students assigned to the experimental group and control group were 25 and 20, respectively. For a period of two weeks, the experimental group received a simulation nursing education program using the OPT model, while the control group received a traditional clinical practicum. The data were analyzed using prior homogeneity tests (Fisher’s exact test and paired t-test); ANCOVA was performed to investigate the differences in dependent variables between the two groups. There was a significant improvement in clinical reasoning (F = 10.59, p = 0.002), problem-solving process (F = 30.92, p < 0.001), and self-efficacy (F = 36.03, p < 0.001) in the experimental group as compared to the control group (F = 10.59, p = 0.002). Moreover, the experimental group showed significantly higher scores in clinical competency than the control group (F = 11.07, p = 0.002). This study demonstrates that the simulation nursing education program using the OPT model for undergraduate students is very effective in promoting clinical reasoning, problem-solving processes, self-efficacy, and clinical competency.

scholarly journals Relationship between Social Network Characteristics, Flow in Class, Communication Skills, and Problem-solving Skills of Nursing Students in Simulation Nursing Education: Focusing on Social Network Analysis

2021 ◽  
Vol 28 (4) ◽  
pp. 510-519
Author(s):  
Hyung-Eun Seo ◽  
Eun-Joo Ji
Keyword(s):  
Social Network ◽  
Nursing Education ◽  
Nursing Students ◽  
Problem Solving ◽  
Communication Skills ◽  
Self Report ◽  
Network Centrality ◽  
Friendship Network ◽  
Problem Solving Skills ◽  
Network Characteristics

Purpose: The purpose of this study was to investigate the relationship between social network characteristics, flow in class, communication skills, and problem-solving skills of nursing students in simulation.Methods: For this study a descriptive survey design was used. Participants were 100 nursing students who attended in 2 university and completed the self-report questionnaire. Data were collected from October 14 to December 6, 2019 and were analyzed with SPSS 26.0, AMOS 21.0 and Netminer 4 evaluation version.Results: It was confirmed that the task advice network centrality of nursing students fully mediates their communication skills and affects their problemsolving skills and that friendship network centrality completely mediates flow in class and communication skills, and affects problem-solving skills. Task advice network centrality, friendship network centrality, flow in class, and communication skills were found to explain problem solving skills by 51.8%.Conclusion: In order to increase the problem-solving skills of nursing students in simulation nursing education, a strategy to improve their flow in class and communication skills is essential and it suggests the need to make it part of the curriculum. In addition, in order to increase the communication skills of nursing students, it is necessary to be careful when making a team to minimize the team members isolated within the team so that smooth interaction can occur.

Problem-Based Learning in Transformative Nursing Education

2015 ◽  
pp. 277-295
Author(s):  
Renee Yarbrough-Yale
Keyword(s):  
Nursing Education ◽  
Problem Solving ◽  
Adult Learners ◽  
Learning Environment ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Clinical Environment ◽  
Unique Position ◽  
Education Environment

The purpose of this chapter is to identify the components and the use of problem-based learning in a transformative nursing education environment. A problem-based learning environment provides adult learners the opportunity to work through realistic problems they may encounter in their clinical environment. Through the use of ill-defined problems, adult learners identify what is known, what is not known, and what needs to be known in order to solve problems. In this style of education, adult learners build upon their own knowledge base in order to solve these problems. This type of learning environment places educators in a unique position to assess the problem solving and critical thinking skills of students and provide feedback as needed.

scholarly journals Use of Simulation in Teaching Nursing Leadership and Management Course

2021 ◽  
Author(s):  
Leodoro J. Labrague
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Problem Solving ◽  
Nursing Leadership ◽  
Bibliographic Databases ◽  
Nursing Management ◽  
Problem Solving Skills ◽  
Leadership Management ◽  
Nursing Roles ◽  
Management And Leadership

Nursing education is strategically positioned to prepare nursing students in attaining management and leadership skills necessary for future professional nursing roles. This review appraised and synthesized outcomes of using simulation in pre-licensure nursing management and leadership courses within the last 10 years. This is an integrative review of original articles published within the last 10 years. Four (PsychINFO, CINAHL, PubMed, and SCOPUS) bibliographic databases were searched to identify relevant articles using the following terms: management, leadership, simulation, nurse education, and student. Ten (10) articles were included in the review. Four essential themes were identified from the content analysis: acquisition of or understanding of delegation, enhanced teamwork or collaboration capacities, improved decision-making and problem solving skills, and increased communication skills.  Incorporation of simulation in nursing management and leadership courses has the potential to enhance nursing students’ delegation skills, problem solving capacities, skills in making decisions, and communication and teamwork skills.   Keywords: simulation; nursing; leadership; management; student; education.

Sign in / Sign up

Export Citation Format

Share Document