Comparing the Effects of Pure Problem-Based Learning and Hybrid Problem-Based Learning on Metacognitive Awareness in Nursing Students

Abstract Background Developing students’ generic capabilities is a major goal of university education as it can help to equip students with life-long learning skills and promote holistic personal development. However, traditional didactic teaching has not been very successful in achieving this aim. Kember and Leung’s Teaching and Learning Model suggests an interactive learning environment has a strong impact on developing students’ generic capabilities. Metacognitive awareness is also known to be related to generic capability development. This study aimed to assess changes on the development of generic capabilities and metacognitive awareness after the introduction of active learning strategy among nursing students. Methods This study adopted a quasi-experimental single group, matched pre- and posttest design. It was conducted in a school of nursing at a university in Hong Kong. Active learning approaches included the flipped classroom (an emphasis on pre-reading) and enhanced lectures (the breaking down of a long lecture into several mini-lectures and supplemented by interactive learning activities) were introduced in a foundational nursing course. The Capabilities Subscale of the Student Engagement Questionnaire and the Metacognitive Awareness Inventory were administered to two hundred students at the start (T0) and at the end of the course (T1). A paired t-test was performed to examine the changes in general capabilities and metacognitive awareness between T0 and T1. Results A total of 139 paired pre- and post-study responses (69.5 %) were received. Significant improvements were observed in the critical thinking (p < 0.001), creative thinking (p = 0.03), problem-solving (p < 0.001) and communication skills (p = 0.04) with the implementation of active learning. Significant changes were also observed in knowledge of cognition (p < 0.001) and regulation of cognition (p < 0.001) in the metacognitive awareness scales. Conclusions Active learning is a novel and effective teaching approach that can be applied in the nursing education field. It has great potential to enhance students’ development of generic capabilities and metacognitive awareness.

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How nursing students perform in problem-based learning tutorials-A South African perspective

Journal of Nursing Education and Practice ◽

10.5430/jnep.v4n7p156 ◽

2014 ◽

Vol 4 (7) ◽

Cited By ~ 1

Author(s):

Melanie Lack ◽

Judith C. Bruce

Keyword(s):

Nursing Students ◽

South African ◽

Problem Based Learning ◽

African Perspective

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Selected outcomes of community-oriented, problem-based nursing programmes in South Africa.

Curationis ◽

10.4102/curationis.v26i3.825 ◽

2003 ◽

Vol 26 (3) ◽

Cited By ~ 1

Author(s):

NS Gwele

Keyword(s):

South Africa ◽

Nursing Students ◽

Problem Based Learning ◽

Schools Of Nursing

Whilst there is a significant body of research on the outcomes of problem-based learning (PBL) programmes (Albanese and Mitchell, 1993; Vernon and Blake, 1993), there is little information regarding the outcomes of community-oriented programmes (COL) for nursing students. Between 1994 and 1997, four university schools of nursing implemented problem-based, community-oriented learning (COL) programmes. This research sought to describe, evaluate and compare the outcomes of graduates from these four universities with graduates who had followed conventional programmes.

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