Evaluating the use of developmental action inquiry in constructing a problem‐based learning curriculum for pre‐registration nursing education in Hong Kong: a student perspective

Pang, S.F.; Wong, Thomas; Dorcas, Allen; Lai, Claudia Kam Yuk; Lee, Regina; Lee, Wai-Man; Mok, Esther

doi:10.1046/j.1365-2648.2002.02365.x

Cited by 15 publications

(11 citation statements)

References 23 publications

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“…The exception for a clear positive trend of learning experience among these students was the development of self-directed learning. One of the identified themes from this study, 'contrasting view in critical thinking', and a still more positive view towards 'self-directed learning through PBL', were comparable with the results of a developmental action inquiry (DAI) on constructing a PBL curriculum for pre-registration nursing education in Hong Kong (Pang et al, 2002). The themes suggest that there is a need to continue the work of developing critical thinking, better group facilitation, and communication skills.…”

Section: Comparing the Quantitative And Qualitative Datasupporting

confidence: 62%

Building life-long learning capacity in undergraduate nursing freshmen within an integrative and small group learning context

Chiang

Leung

Chui

et al. 2013

Nurse Education Today

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Background: Life-long learning involves the development of skills in critical thinking (CT), effective group process (GP), and self-directedness (SDL). Recent studies have shown that small group learning with active interactions is effective in enabling students to develop themselves as independent learners beyond graduation. With a view to integrative learning, the purpose of this study was to evaluate life-long learning outcomes through the work of small group teaching and learning for a class of undergraduate nursing freshmen during one academic year.Methods: A mixed-methods approach was used to evaluate the CT, GP and SDL of 99 freshmen with a self-assessment questionnaire before and after their learning activities in three nursing courses, and to identify themes from a total of six focus group interviews with the students and teachers.Results: The CT, GP and SDL results obtained from self-assessment did not indicate significant differences. Four themes emerged from the qualitative analysis.Discussion: Many factors contributed to the results on life-long learning skill development of students in this study. The qualitative analysis provided good insights for future teaching and learning development.Conclusions: With a developmental perspective, life-long learning may be better developed and evaluated over a longer period of time in the nursing program.

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Section: Comparing the Quantitative And Qualitative Datasupporting

confidence: 62%

Building life-long learning capacity in undergraduate nursing freshmen within an integrative and small group learning context

Chiang

Leung

Chui

et al. 2013

Nurse Education Today

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“…Retrieving knowledge and applying it to a clinical setting is an important step to help a novice nurse to become an expert [8]. Rapidly advancing medical technology and science requires nursing education to become "hybrid, " combining old teaching methods with innovative methodologies [14]. Being an active learner and keeping abreast with current knowledge is a necessary trait for being a nurse.…”

Section: Pbl and Nursingmentioning

confidence: 99%

Problem Based Learning in Nursing Education

Zhang

2014

Advances in Nursing

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Background. McMaster University first introduced Problem Based Learning (PBL) in the mid 1960s. However, measuring the relationship between PBL for undergraduate nursing programs and students test performance has not yet been assessed in the USA. Purpose. The main purpose of this paper is to describe the effectiveness of PBL on senior student test performance on content related to PBL in a BSN program. Diabetes mellitus and renal insufficiency were taught by traditional lecture format in the previous years. This was the first year we taught this content by the problem based learning method. Method. Historical control group was used to compare the test performances between the PBL groups and the traditional group using Student's t-test. Result. The mean of diabetes mellitus related questions missed by the PBL group was less than the traditional group ( = 4.51, and = .00). The mean of renal insufficiency related questions missed by the PBL group was more than the traditional group ( = −6.44, and = .00). Discussion. This study produced inconclusive findings. Factors that could be attributed to their performance will be discussed.

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“…Papers by and VisschersPleijers et al (2005) state that no evidence exists with regard to PBL and dysfunctional groups, however a significant amount of literature is available on difficult groups described by teaching staff. Pang et al (2002) found attributes such as a lack of cooperation amongst students and also an ambivalence about whom they should develop learning group partnerships with. Pang et al (2002) also found that students tended to be too independent and spent too much time on self directed study, which offset their co-learning with fellow colleagues.…”

Section: Interaction Between Students and Group Dynamicsmentioning

confidence: 99%

“…Pang et al (2002) found attributes such as a lack of cooperation amongst students and also an ambivalence about whom they should develop learning group partnerships with. Pang et al (2002) also found that students tended to be too independent and spent too much time on self directed study, which offset their co-learning with fellow colleagues. They were also able to show that some students encountered difficulties in personality clashes.…”

Section: Interaction Between Students and Group Dynamicsmentioning

confidence: 99%

“…Several studies have attempted to establish positive group dynamics and interactions with learning outcomes (De Grave, et al 1999;Pang, et al 2002;Wigen, et al 2003). This has also led researchers to investigate whether these positive group interactions were related to specific learning styles and if these interactions lead to better academic results (De Grave, et al 1999;Wigen, et al 2003).…”

Section: Interaction Between Students and Group Dynamicsmentioning

confidence: 99%

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Do undergraduate paramedic students embrace case based learning using a blended teaching approach? A 3-year review

Williams

2009

AJET

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This paper presents the results of a descriptive longitudinal study which aimed to identify student paramedic perceptions of case based learning used in the clinical curriculum of the Bachelor of Emergency Health (BEH) degree at Monash University, Victoria, Australia. Case based learning and its integration within clinical curriculum is an important part of undergraduate paramedic education at Monash University. The study used self reporting questionnaires involving 247 students. The analysis provides an indication of the students' perceptions of case based learning in their clinical curricula during the 2005-2007 academic years. Quantitative and qualitative data produced encouraging student satisfaction scores and themes emphasising that case based learning was an appropriate, valuable teaching and learning approach. The data also highlighted that improvements are required surrounding student equity and communication between peers and lecturing staff. AimsThe BEH degree is a pre-employment (pre-registration), professionally oriented, undergraduate degree that is offered on a full time on campus basis by Monash University, Melbourne, Australia. The aim of the study was to assess BEH students' perceptions and attitudes as participants in a case based learning process. The study also intended to investigate the pedagogical application of case based learning in a blended learning environment. For the purposes of this paper, blended learning is characterised by combining online teaching and learning with face to face instruction (Reay, 2001).

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Evaluating the use of developmental action inquiry in constructing a problem‐based learning curriculum for pre‐registration nursing education in Hong Kong: a student perspective

Cited by 15 publications

References 23 publications

Building life-long learning capacity in undergraduate nursing freshmen within an integrative and small group learning context

Building life-long learning capacity in undergraduate nursing freshmen within an integrative and small group learning context

Problem Based Learning in Nursing Education

Do undergraduate paramedic students embrace case based learning using a blended teaching approach? A 3-year review

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