Students and Faculty Perspectives of a Problem-Based Learning Online Nursing Ethics Seminar in Japan

2021 ◽  
Vol 8 (1) ◽  
pp. 13-23
Author(s):  
Kyoko Murakami ◽  
Misae Ito ◽  
Masae Tsutsumi ◽  
Chizuru Nagata ◽  
Aiko Tanaka ◽  
...  
Keyword(s):  
Problem Based Learning ◽  
Nursing Ethics ◽  
Faculty Perspectives

Lecture-based versus problem-based learning in ethics education among nursing students

2018 ◽  
Vol 26 (6) ◽  
pp. 1753-1764 ◽  
Author(s):  
Mahnaz Khatiban ◽  
Seyede Nayereh Falahan ◽  
Roya Amini ◽  
Afshin Farahanchi ◽  
Alireza Soltanian
Keyword(s):  
Decision Making ◽  
Nursing Students ◽  
Moral Development ◽  
Moral Reasoning ◽  
Ethics Education ◽  
Problem Based Learning ◽  
Nursing Ethics ◽  
Moral Decision ◽  
Moral Decision Making ◽  
The Mean

Background: Moral reasoning is a vital skill in the nursing profession. Teaching moral reasoning to students is necessary toward promoting nursing ethics. Objectives: The aim of this study was to compare the effectiveness of problem-based learning and lecture-based methods in ethics education in improving (1) moral decision-making, (2) moral reasoning, (3) moral development, and (4) practical reasoning among nursing students. Research design: This is a repeated measurement quasi-experimental study. Participants and research context: The participants were nursing students in a University of Medical Sciences in west of Iran who were randomly assigned to the lecture-based (n = 33) or the problem-based learning (n = 33) groups. The subjects were provided nursing ethics education in four 2-h sessions. The educational content was similar, but the training methods were different. The subjects completed the Nursing Dilemma Test before, immediately after, and 1 month after the training. The data were analyzed and compared using the SPSS-16 software. Ethical considerations: The program was explained to the students, all of whom signed an informed consent form at the baseline. Findings: The two groups were similar in personal characteristics (p > 0.05). A significant improvement was observed in the mean scores on moral development in the problem-based learning compared with the lecture-based group (p < 0.05). Although the mean scores on moral reasoning improved in both the problem-based learning and the lecture-based groups immediately after the training and 1 month later, the change was significant only in the problem-based learning group (p < 0.05). The mean scores on moral decision-making, practical considerations, and familiarity with dilemmas were relatively similar for the two groups. Conclusion: The use of the problem-based learning method in ethics education enhances moral development among nursing students. However, further studies are needed to determine whether such method improves moral decision-making, moral reasoning, practical considerations, and familiarity with the ethical issues among nursing students.

A comparison of problem-based learning and conventional teaching in nursing ethics education

2010 ◽  
Vol 17 (3) ◽  
pp. 373-382 ◽  
Author(s):  
Chiou-Fen Lin ◽  
Meei-Shiow Lu ◽  
Chun-Chih Chung ◽  
Che-Ming Yang
Keyword(s):  
Ethics Education ◽  
Resource Constraints ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Control Group ◽  
Nursing Ethics ◽  
Discrimination Ability ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Experimental Group

The aim of this study was to compare the learning effectiveness of peer tutored problem-based learning and conventional teaching of nursing ethics in Taiwan. The study adopted an experimental design. The peer tutored problem-based learning method was applied to an experimental group and the conventional teaching method to a control group. The study sample consisted of 142 senior nursing students who were randomly assigned to the two groups. All the students were tested for their nursing ethical discrimination ability both before and after the educational intervention. A learning satisfaction survey was also administered to both groups at the end of each course. After the intervention, both groups showed a significant increase in ethical discrimination ability. There was a statistically significant difference between the ethical discrimination scores of the two groups (P < 0.05), with the experimental group on average scoring higher than the control group. There were significant differences in satisfaction with self-motivated learning and critical thinking between the groups. Peer tutored problem-based learning and lecture-type conventional teaching were both effective for nursing ethics education, but problem-based learning was shown to be more effective. Peer tutored problem-based learning has the potential to enhance the efficacy of teaching nursing ethics in situations in which there are personnel and resource constraints.

Problem-based learning: using cases to drive the learning process

1998 ◽  
Vol 62 (3) ◽  
pp. 235-241
Author(s):  
NA Young
Keyword(s):  
Learning Process ◽  
Problem Based Learning

Problem-based learning: the good, the bad, and the ugly

1998 ◽  
Vol 62 (9) ◽  
pp. 650-655
Author(s):  
MJ Aldred ◽  
SE Aldred
Keyword(s):  
Problem Based Learning

Implementing problem based learning

1990 ◽  
Vol 54 (9) ◽  
pp. 548-549 ◽  
Author(s):  
LA Branda
Keyword(s):  
Problem Based Learning

Enhancing CS Education in High School STEM Curricula: Transfering Research Experience to Classrooms through Problem-Based Learning and Personalized Implementation Plans

2014 ◽  
Author(s):  
Qiuming Zhu ◽  
Harvey Siy ◽  
Jong-Hoon Youn ◽  
Neal Grandgenett ◽  
Elliott Ostler
Keyword(s):  
High School ◽  
Problem Based Learning ◽  
Research Experience ◽  
Implementation Plans

Group Therapist Identity Development: Student and Faculty Perspectives

2005 ◽  
Author(s):  
Lorraine Mangione ◽  
Karin M. Hodges ◽  
Virginia Brabender
Keyword(s):  
Identity Development ◽  
Group Therapist ◽  
Faculty Perspectives
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