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

Abstract

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.

Effect of application of peer learning strategy on obstetric and gynecological nursing students' clinical performance

“…This finding falls in line with the study of Lin et al (2010), they found that there were significant differences in satisfaction with self-motivated learning and critical thinking among the groups. [33] In addition, this finding is also in conformity with the results of another study done by Stone et al (2013), the study had concluded that nursing students could benefit from peer learning, with an increment in confidence and competence and a decline in anxiety.…”

“…[33] In addition, this finding is also in conformity with the results of another study done by Stone et al (2013), the study had concluded that nursing students could benefit from peer learning, with an increment in confidence and competence and a decline in anxiety. [34] Moreover, the present study's result is also consistent with the findings of Andreesen et al (2014), they found that the intervention group stressed on the role of the tutors as competent and well-trained teachers.…”

The influence of ethics education on awareness of nursing students with no clinical experience regarding the code of ethics: A case study

“…[14,15] Thus, it has been suggested that nursing students could learn to develop desirable relationships with other nurses, nursing clients as humans, and various cooperators as a result of ethics education, as well as to understand their professional obligations as experts and to establish desirable professional values. Although there have been some preceding studies [13,16,17] measuring the influence of ethics education, few have measured the influence of ethics education based on the extent of change in awareness regarding the code of ethics. Changes in nursing students' awareness regarding the ethics code can increase application in practice.…”

Experiential Learning: Using Virtual Simulation in an Online RN-to-BSN Program

“…The results demonstrated evidence of learning effectiveness for both groups, however, the PBL group was found to be more effective. Students who participated in PBL reported higher satisfaction with skills in self-motivation and critical thinking when compared to the group who participated in conventional teaching (Lin et al, 2010). The researchers also found that the distance between the students' developmental level and their potential was supported by engaging in a socially interactive process of problem solving that was influenced by the skills and abilities of each student.…”

“…In an experimental study which compared PBL and conventional teaching in an undergraduate nursing program, Lin, Lu, Chung, and Yang (2010) identified PBL as an organized, student-centered educational strategy. The results demonstrated evidence of learning effectiveness for both groups, however, the PBL group was found to be more effective.…”