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The effect of problem-based learning on students' approaches to learning in the context of clinical nursing education.
Nurse Educ Today. 2006 Jul; 26(5):430-8.NE

Abstract

The effect of problem-based learning (PBL) on nursing students' approaches to learning has received scanty attention in nursing education. The purpose of the present study was to evaluate the effect of PBL on students' approaches to learning in clinical nursing education. Using a one-group before-after quasi-experimental design, the revised two-factor Study Process Questionnaire (R-SPQ-2F) was administered to compare students' approaches to learning before and after a period of clinical education in which PBL was implemented. Focus group interviews were used to elicit from students their PBL experience. Of the 237 students who participated in the study, 187 returned the R-SPQ-2F, representing a response rate of 78.9%. Twenty-eight of the students also participated in focus group interviews. The R-SPQ-2F scores indicated that for the deep approach to learning, the post-test mean score was noticeably higher than that at the pre-test (p=0.005). No significant difference was observed between the pre-test and post-test mean scores for the surface approach to learning (p>or=0.05). The four themes inductively derived from students' descriptions of their clinical education experience (motivated to learn; self-direction in learning; active, interactive and student-centred learning; and enjoyment in learning) also suggested that the students adopted a deep approach to learning during a period of clinical education in which PBL was implemented.

Authors+Show Affiliations

Tiwari A
Department of Nursing Studies, The University of Hong Kong, 4/F, William MW Mong Block, Faculty of Medicine Building, 21 Sassoon Road, Pokfulam, Hong Kong SAR, China.
Chan S
No affiliation info available
Wong E
No affiliation info available
Wong D
No affiliation info available
Chui C
No affiliation info available
Wong A
No affiliation info available
Patil N
No affiliation info available

MeSH

AdultAnalysis of VarianceAttitude of Health PersonnelClinical CompetenceCurriculumEducation, Nursing, BaccalaureateFemaleFocus GroupsHealth Knowledge, Attitudes, PracticeHong KongHumansLearningMaleMotivationNursing Education ResearchNursing Methodology ResearchProblem-Based LearningProgram EvaluationPsychology, EducationalSelf-AssessmentStudents, NursingSurveys and Questionnaires

Pub Type(s)

Evaluation Study
Journal Article
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

16442672

Citation

Tiwari, Agnes, et al. "The Effect of Problem-based Learning On Students' Approaches to Learning in the Context of Clinical Nursing Education." Nurse Education Today, vol. 26, no. 5, 2006, pp. 430-8.
Tiwari A, Chan S, Wong E, et al. The effect of problem-based learning on students' approaches to learning in the context of clinical nursing education. Nurse Educ Today. 2006;26(5):430-8.
Tiwari, A., Chan, S., Wong, E., Wong, D., Chui, C., Wong, A., & Patil, N. (2006). The effect of problem-based learning on students' approaches to learning in the context of clinical nursing education. Nurse Education Today, 26(5), 430-8.
Tiwari A, et al. The Effect of Problem-based Learning On Students' Approaches to Learning in the Context of Clinical Nursing Education. Nurse Educ Today. 2006;26(5):430-8. PubMed PMID: 16442672.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - The effect of problem-based learning on students' approaches to learning in the context of clinical nursing education. AU - Tiwari,Agnes, AU - Chan,Sophia, AU - Wong,Emmy, AU - Wong,David, AU - Chui,Caroline, AU - Wong,Alan, AU - Patil,Niv, Y1 - 2006/01/26/ PY - 2005/06/21/received PY - 2005/12/06/accepted PY - 2006/1/31/pubmed PY - 2006/9/22/medline PY - 2006/1/31/entrez SP - 430 EP - 8 JF - Nurse education today JO - Nurse Educ Today VL - 26 IS - 5 N2 - The effect of problem-based learning (PBL) on nursing students' approaches to learning has received scanty attention in nursing education. The purpose of the present study was to evaluate the effect of PBL on students' approaches to learning in clinical nursing education. Using a one-group before-after quasi-experimental design, the revised two-factor Study Process Questionnaire (R-SPQ-2F) was administered to compare students' approaches to learning before and after a period of clinical education in which PBL was implemented. Focus group interviews were used to elicit from students their PBL experience. Of the 237 students who participated in the study, 187 returned the R-SPQ-2F, representing a response rate of 78.9%. Twenty-eight of the students also participated in focus group interviews. The R-SPQ-2F scores indicated that for the deep approach to learning, the post-test mean score was noticeably higher than that at the pre-test (p=0.005). No significant difference was observed between the pre-test and post-test mean scores for the surface approach to learning (p>or=0.05). The four themes inductively derived from students' descriptions of their clinical education experience (motivated to learn; self-direction in learning; active, interactive and student-centred learning; and enjoyment in learning) also suggested that the students adopted a deep approach to learning during a period of clinical education in which PBL was implemented. SN - 0260-6917 UR - https://www.unboundmedicine.com/medline/citation/16442672/The_effect_of_problem_based_learning_on_students'_approaches_to_learning_in_the_context_of_clinical_nursing_education_ DB - PRIME DP - Unbound Medicine ER -