Effect of case-based learning on the development of graduate nurses' problem-solving ability

Yoo, Moon-Sook; Park, Jin Hee

doi:10.1016/j.nedt.2013.02.014

Cited by 78 publications

(77 citation statements)

References 27 publications

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“…[4,5,11,14,[19][20][21] A systematic meta-analysis of studies focusing on the effectiveness of PBL for development of nursing students' critical thinking conclude that the PBL students score significantly higher on critical thinking compared with students who had followed traditional lectures. [22] Similar results were found in Yoo and Park's [10] study, concluding that CBL was the most effective approach for graduate nurses' development of problem-solving abilities. Le Roux and Khanyile [19] accentuate that when using the problem-based approach, it is possible to combine the strengths of the traditional methods in dealing with large class sizes with a focus on clinical practice.…”

Section: Problem Based Versus Lecture Based Studiessupporting

confidence: 75%

“…[1] Constructivist-based learning typically includes interactivity, problem-solving, clinical imagination, discussion and reflections on real-life patient scenarios in collaboration with peers. [6] The traditional lecture-based teaching methodologies tend to be content-based and outcome focused, with emphasis on teaching facts, concepts and theory carried out in class-rooms with large groups of students, [10,11] is characterized by passive information transition from educator to student. Students report that too much emphasis on theory and concepts in the nursing curriculum, at the expense of context and application to practice, might lessen their ability to apply the introduced concepts in clinical situation.…”

Section: Introductionmentioning

confidence: 99%

“…[12] On the other hand, a student-centred pedagogic approach, often termed as problem based learning (PBL), challenges students to possess self-directed activities towards solving the clinical problems, [2] and to develop problem-solving abilities which are critical for providing safe and effective nursing practice. [10] CBL is described as a method of PBL where the educational message is based on a patient story, and the students are offered a venue to relate class-room learned content to performance in professional practice. [13] When using this pedagogic approach, the teacher's main role is to facilitate, guide and interact with students, [14] and challenging them to think more deeply about complex processes and problems.…”

Section: Introductionmentioning

confidence: 99%

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Implementing a new pedagogy in the nursing curriculum: Bachelor students’ evaluation

Dale

2017

JNEP

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Background: Inspired by the work of Benner and colleagues at Carnegie Foundation, a new course in nursing was implemented in the first study year's curriculum in the bachelor program in nursing. The new nursing course included a shift from a lecture-only classroom based approach to a problem-based and case-based approach. Reflections and discussions in groups with fellow students and supervisors was the main activity. The aim of this study was to examine how the students experienced the new nursing course. Methods: The survey study was conducted at a university in southern Norwegian. The sample consisted of students in two subsequent classes (n = 126 and n = 118), who had followed the new study plan in the first study year and the traditional study plan in the second study year. An electronic survey, including questions concerning the extent, quality and usefulness of the study plans were examined. Results: The students were, in general, satisfied with the new nursing course regarding the content and quality. The teachers' presence and ability to engage, challenge and facilitate reflection seemed to be decisive. Reflecting and discussing real-life patient cases in groups with fellow students and a supervisor was stimulating, motivating and useful for learning professional nursing. Conclusions: A problem based, case-based pedagogy might increase the students' preparedness for solving patient problems that they encounter in clinical settings. Cooperation and reflection in small groups with fellow students and the supervisor enhance nursing students' clinical reasoning skills, and might contribute to reduce the gap between theory and practice.

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Section: Problem Based Versus Lecture Based Studiessupporting

confidence: 75%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Implementing a new pedagogy in the nursing curriculum: Bachelor students’ evaluation

Dale

2017

JNEP

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“…The main education strategies, in order of high to lower frequency of use, were: (1) simulation-based learning, [26, 52-54, 56-58, 60-62] (2) didactic instruction and preceptored clinical experiences, [26,59] and (3) use of multi-media electronic technologies. [60,61] Case scenarios were reported as adjunct strategies and were used in a majority of studies. [26,[52][53][54][55][56][57][58][60][61][62] Student feedback was reported in most of the strategies as being provided through human debriefing experiences, [52-54, 56-59, 62] through real time computerized feedback, [60] and through real time live human feedback.…”

Section: Education Strategiesmentioning

confidence: 99%

Effective patient safety education for novice RNs: A systematic review

Niemeyer¹

2017

JNEP

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Background and objective: The need is great for identifying effective evidence-based strategies that focus on increasing novice RN confidence for the application of skills used to care for patients safely. The purpose of this systematic review is to explore effective continuing education strategies that target novice RNs' professional development, enhance clinical confidence, and focus on patient safety. Results: This systematic review identified 12 articles that describe effective training strategies aimed at improving novice RNs' clinical practice confidence and skill. A thematic analysis of the data was used to systematically gain knowledge about strategies used to educate novice RNs working in the hospital setting. The majority of strategies employed a number of different types of simulation and reported varying degrees of success for improving novice RN ability to care for patients safely. Simulation, virtual reality, preceptored clinical experiences, and interdisciplinary experiences were found to be effective education strategies enhancing novice RN's skill for providing safe care. Didactic instruction had positive results, but was not as effective as simulation for novice RNs learning safe patient care. Finally, written instruction was not as effective as simulation, and hard copy supplements provided no added value to novice RNs learning safe patient care. Conclusions: Findings from this review are foundational to address calls from the Institute of Medicine (IOM) and the National League for Nursing (NLN) to reform and support post-graduate nursing education. The development of novel education and training targeting novice RNs in the hospital setting is essential, but more research is needed to enhance safe patient care.

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“…Sook Kim and Hyun Choi (2014), in their research in which the relationship among critical thinking, the perception of professionalism and problem-solving skills of the students of the nursing department was examined, found that the problem-solving skills of the students had proved to be rather high. Yoo and Park (2014), on the other hand, in a similar study they conducted, also found that the problem-solving levels of the students of the nursing department were high. Yang (2010), however, found that the problem-solving skills of the students of the nursing department in South Korea had proved to be rather low.…”

Section: The Interpretation Of the Findings Regarding The Scores Obtamentioning

confidence: 61%

Reviewing the relation between the problem solving skills of school of health students and their social skill levels

Ergün

Arslan

2017

HumanSciences

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This research aims at reviewing the relation between the problem solving skills of health high school students and their social skill levels. It was planned to be descriptive. The universe of the research was composed of nursing students in the health high school. The sample was determined to be the whole of the universe. A written permission was taken from the management of the health high school regarding the research. Problem Solving Inventory and Social Skill Inventory; the form towards socio-demographic data prepared by the researchers was used. SPSS-16 software programme were used to analyze the data. The participants were a total of 248 people, with %76.2 female. 66 of the students are from the 1 st grade, 67 from the 2 nd , 58 from the 3 rd and 57 from the 4 th grade. When some substance use properties of the students were observed, %11.3 stated they smoke, %9.3 of the students stated that they drink alcohol. Statistically significant relations were determined between problem solving and sub-scales regarding social skills. A statistically significant relationship was identified between confidence in the problem solving skills and emotional expressivity. According to this, as the score average for confidence in problem solving skills increase, emotional expressivity decreases. That is, the nonverbal communication skills of the individual are decreasing. Consequently, as the problem solving skills of nursing students decrease, their social skill levels are decreasing as well.

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Effect of case-based learning on the development of graduate nurses' problem-solving ability

Cited by 78 publications

References 27 publications

Implementing a new pedagogy in the nursing curriculum: Bachelor students’ evaluation

Implementing a new pedagogy in the nursing curriculum: Bachelor students’ evaluation

Effective patient safety education for novice RNs: A systematic review

Reviewing the relation between the problem solving skills of school of health students and their social skill levels

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