Motivations for the Use of Problem-Based Learning (PBL)for Preparation of Undergraduate Nursing Students for Professional Competences: A Literature Review

2013 ◽  
Vol 2 (5) ◽  
pp. 53-57
Author(s):  
Kristofina Amakali
Keyword(s):  
Nursing Students ◽  
Literature Review ◽  
Problem Based Learning ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Web 2.0 Technology for Problem-Based and Collaborative Learning

2010 ◽  
pp. 939-946
Author(s):  
Clive N. Buckley ◽  
Angela M. Williams
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Web 2.0 ◽  
Ethical Issues ◽  
Problem Based Learning ◽  
Health Care Education ◽  
Undergraduate Nursing Students ◽  
Collaborative Problem ◽  
Undergraduate Nursing ◽  
Geographical Dispersion

Collaborative problem-based learning (PBL) has a well established history within medical and health care education. Undergraduate nursing students at the Glyndwr University undertake PBL to explore ethical issues of health care; traditionally these students meet in person to discuss scenarios, provided by tutors, and present the product of their deliberations to the rest of the class. The geographical dispersion of the students has meant that most discussions have been limited to those times when the students are physically on campus by virtue of their timetabled classes. By using Web 2.0 technologies, students are able to collaborate at distance, at a time that suits them. This chapter describes how students have used these emerging technologies to share ideas and resources to prepare for class presentations; described also are the underpinning theories that inform this work together with an analysis of student use and feedback.

scholarly journals EFFECTIVENESS OF A TEACHING MODEL IN A FIRST AID COURSE: A RANDOMIZED CLINICAL TRIAL

2020 ◽  
Vol 29 ◽  
Author(s):  
Fábio da Costa Carbogim ◽  
Franciane Silva Luiz ◽  
Larissa Bertacchini de Oliveira ◽  
Patrícia Rodrigues Braz ◽  
Kelli Borges dos Santos ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Problem Based Learning ◽  
First Aid ◽  
Control Group ◽  
Teaching Model ◽  
Undergraduate Nursing Students ◽  
Active Teaching ◽  
Undergraduate Nursing ◽  
Experimental Group

ABSTRACT Objective: to evaluate the effectiveness of the Active Teaching Model for Critical Thinking in a first aid course for undergraduate nursing students. Method: a clinical, randomized, single blind and parallel trial, conducted at the Federal University of Viçosa (Brazil) in November 2016 with 102 undergraduate nursing students divided into experimental group and control group. In the experimental group, the Problem Based Learning methodology associated with the Active Teaching Model for Critical Thinking was used and, in the control group, only the Problem Based Learning methodology was employed to assess the difference in the average knowledge level of the groups, a test with 25 questions was applied before and after the educational intervention. To identify the effect of the measurement factors on the tests, the analysis of variance was used. Result: a significant interaction effect was observed (F1.100=11.138; p=0.001), indicating that the experimental group showed an improvement in the mean value of the grades between the pre- and post-test, with a high magnitude (d=1.10) Conclusion: the teaching model was effective, being demonstrated by the performance of the experimental group, which presented significantly higher results in terms of knowledge. Brazilian Registry of Clinical Trials, number U1111-1176-5343.

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