Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning

Choi, Eun-Young; Lindquist, Ruth; Song, Yeoungsuk

doi:10.1016/j.nedt.2013.02.012

Cited by 184 publications

(171 citation statements)

References 21 publications

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“…In this study, the duration of the PBL application was only five weeks which is a very short time to affect styles of students. This was in line with Choi et al (2014) who found that there was no significant change in the study group who use PBL due to the short time that lasted for one semester (16 weeks). Furthermore, to have significant changes, the PBL programs should be applied for at least one year with students.…”

Section: Discussionsupporting

confidence: 89%

“…Furthermore, to have significant changes, the PBL programs should be applied for at least one year with students. [58] Besides, Lim et al (2010) found that there were no significant differences between the experimental group and control group in any of the decision making styles, as there was no sufficient time to affect decision making style. [59] In contrast, Baker et al (2007) suggested that PBL had an effect and could change the learning styles of nursing students.…”

Section: Discussionmentioning

confidence: 96%

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The effect of problem-based learning on nursing students' decision making skills and styles

Thabet

Taha²,

Abood³

et al. 2017

JNEP

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Decision making skill is deemed to be a key feature of the nurse's role in today's health care organizations. Thus, educators should use innovative teaching strategies that grow students' competence in problem-solving and decision making skills like problem-based learning (PBL). The aim of this study is to determine the effect of problem-based learning on nursing students' decision making skills and styles. A quasi-experimental research design was utilized. The sample consisted of 84 students from the fourth year in the Faculty of Nursing, Minia University. Two tools were used: Nursing Students' Decision Making Skills Scale and Nursing Students' Decision Making Style. This study revealed that the mean scores of decision making skills in the study group students increased before and after applying PBL (before: 71 + 8.5, after: 116.3 + 10.4) with a statistical significant difference (p = .001). There was no statistical significant differences between the study and control groups (p = 1.000) before intervention. The most dominant decision-making style among the study and control groups in relation to before and after applying PBL was a behavioral decision style with no statistical significant differences. This study concluded that using PBL has a curial role in developing and improving nursing students' decision making skills; however, it has no effect on decision-making style.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 96%

The effect of problem-based learning on nursing students' decision making skills and styles

Thabet

Taha²,

Abood³

et al. 2017

JNEP

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show abstract

“…A student-active and problem based pedagogic approach is, in several previous studies, found to be fundamental to develop the students' clinical reasoning skills and to enhance their readiness for solving patient problems in clinical settings. [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.…”

Section: Problem Based Versus Lecture Based Studiesmentioning

confidence: 99%

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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“…However, there are many disadvantages of DIA. One of them is that it decreases students' problem-solving skills (Choi et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Direct Problem-Based Learning (DPBL): A Framework for Integrating Direct Instruction and Problem-Based Learning Approach

Winarno¹,

Anbananthen²,

Ling³

2017

IES

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Abstract.Direct instruction approach has been widely used in higher education. Many studies revealed that direct instruction improved students' knowledge. The characteristics of direct instruction include the subject delivered through face-to-face interaction with the lecturers and materials that sequenced deliberately and taught explicitly. However, direct instruction resulted in low creative thinking and teamwork skills among students. Therefore, problem-based learning activities were adapted to reform and create an innovation of a direct instruction approach in developing the new situation.Objective: This study aimed at exploring lecturers' and students' perspectives towards Direct Problem-Based Learning (DPBL) activities as a new approach for activities in the classroom.Design: A quasi-experimental design was used.Participants: Third-year students (N = 276) who signed up for Computer Networks subject from Dian Nuswantoro University, Indonesia and five lecturers were involved. Findings and Results: Learning outcomes were significantly positively (Sig. p=.00). Creative thinking skills score increased 8.4%, Teamwork skills score increased 11.5%, and knowledge score increased 25.9% of DPBL approach. The majority of students have difficulties in the direct instruction approach 4.71(.472). Whereas, 1.99(.655) students have low difficulty in DPBL approach. Expert participants agreed that DPBL approach can enhance creative thinking and teamwork skills 4.70(.50).

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Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning

Cited by 184 publications

References 21 publications

The effect of problem-based learning on nursing students' decision making skills and styles

The effect of problem-based learning on nursing students' decision making skills and styles

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

Direct Problem-Based Learning (DPBL): A Framework for Integrating Direct Instruction and Problem-Based Learning Approach

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