Development of a Project-Based Learning Program on High-Risk Newborn Care for Nursing Students and Its Effects: A Quasi-Experimental Study

Koo, Hyun Young; Gu, Young-Eun; Lee, Bo Ryeong

doi:10.3390/ijerph19095249

Cited by 5 publications

(5 citation statements)

References 25 publications

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“…Moreover, it can enhance cooperative skills among students [ 31 ], and effective communication, which is a critical skill for nurses [ 37 , 38 ]. Previous studies that applied collaborative learning to nursing students’ clinical practicum confirmed its effectiveness in enhancing nursing competencies [ 39 , 40 ]. Therefore, nurse educators who instruct courses on global health should consider applying a collaborative learning approach to improve communication skills among nursing students.…”

Section: Discussionmentioning

confidence: 93%

Collaborative project-based learning in global health: Enhancing competencies and skills for undergraduate nursing students

Lee,

Yoon,

Hwang

2024

BMC Nurs

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Background Despite the importance of collaboration and communication in global health, existing educational approaches often rely on traditional one-way instruction from instructor to student. Therefore, this study aimed to evaluate the effectiveness of a newly developed undergraduate curriculum on global health in enhancing nursing students’ competencies in global health and communication, problem-solving, and self-directed learning skills. Methods A 15-week course “Global Health and Nursing” was designed for undergraduate nursing students, and a collaborative project-based learning method was used. Study participants were undergraduate nursing students enrolled in the course. The study was a multi-method study and included quantitative and qualitative components. It employed a one-group pretest–posttest design to quantitatively assess the impact of the curriculum. Additionally, student experiences with the learning process were qualitatively explored through a focus group interview. A total of 28 students participated in this study, and 5 of them participated in the focus group interview. Results The collaborative project-based learning method significantly improved global health competency (t = − 10.646, df = 22, p < 0.001), with a large effect size. It also improved communication skills (t = − 2.649, df = 22, p = 0.015), problem-solving skills (t = − 3.453, df = 22, p = 0.002), and self-directed learning skills (t = − 2.375, df = 22, p = 0.027). Three themes were found through the focus group interview: (a) Promoting global health competency; (b) Fostering life skills through collaborative projects; and (c) Recommendations for future classes. The focus group interview indicated that overall, the study participants were satisfied with the collaborative project-based method for global health education. Conclusions This study confirms that project-based learning significantly boosts the competencies and skills of students, recommending its broader adoption in nursing education. Nursing instructors should consider adopting this teaching approach for global health education at the undergraduate level. Future studies may employ a longitudinal design to assess the prolonged effects of the collaborative project-based learning approach, particularly focusing on the long-term retention of skills and the broader applicability of this model across different educational settings.

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Section: Discussionmentioning

confidence: 93%

Collaborative project-based learning in global health: Enhancing competencies and skills for undergraduate nursing students

Lee,

Yoon,

Hwang

2024

BMC Nurs

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“…Cabe ainda salientar que a ABPj é capaz de proporcionar oportunidade aos estudantes de vivenciar a construção de um projeto, em vários cursos da área de saúde, a experiência e o contato com o planejamento e o desenvolvimento de um projeto possibilita a aquisição de habilidades e de competências importantes para o trabalho na área de saúde. Como observado, um estudo que utilizou a ABPj para desenvolver um programa sobre cuidados com recém-nascidos de alto risco para estudantes de enfermagem e examinar seus efeitos, envolveu a produção de um videoclipe educativo sobre cuidados com recém-nascidos de alto risco para estudantes de enfermagem, revelando que o programa foi eficaz para melhorar a competência dos estudantes em enfermagem para recém-nascidos de alto risco e diminuir o estresse relacionado ao estágio (Koo;Gu;Lee, 2022). A aplicação do ABPj ao ensino da prática clínica contribui para a melhoria das competências de enfermagem, incentivando os estudantes a se envolverem na aprendizagem ativa e, ao mesmo tempo, produzirem resultados significativos, portanto, a aplicação do ABPj pode ser considerada em vários locais de prática clínica (Koo;Gu;Lee, 2022).…”

Section: Discussionunclassified

Aprendizagem Baseada em Projetos em Cursos de Graduação na Área da Saúde:

Carvalho dos Santos Ivata,

Vitorino,

Souza Martins

et al. 2024

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Objetivo: Identificar as evidências científicas, as potencialidades e as fragilidades no uso da Aprendizagem Baseada em Projetos (ABPj) como metodologia ativa no processo de ensino-aprendizagem de estudantes de graduação na área da saúde. Métodos: Revisão integrativa da literatura nas bases de dados Scientific Electronic Library Online (SciELO), Pubmed e Lilacs. A busca foi realizada no mês de julho de 2023, utilizando os descritores controlados (DeCS/Mesh) para assegurar uma busca ampla. Resultados: A amostra final foi composta por 5 artigos, os quais descreveram as potencialidades e as fragilidades da ABPj. Como potencialidades, destacam-se as seguintes: propiciar o desenvolvimento de habilidades de resolução de problemas e de comunicação, de pensamento crítico, de gestão de conflitos e de profissionalismo. Como fragilidades, observam-se: falta de tempo e de capacitação dos docentes para a implementação da ABPj. Considerações finais: A ABPj pode ser compreendida como uma metodologia eficaz para a formação contemporânea em cursos da área de saúde, tendo em vista que possibilita o trabalho em equipe, assim como a aquisição de competências e de habilidades fundamentais para egressos desta área.

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“…Proposing a change in methodology, encouraging active learning [5], and offering the freedom to interpret the required content can generate some difficulty and restlessness in those who are used to greater precision. In addition, that which, in principle, we consider as an opportunity to expand the possibilities of intervention is considered a burden that generates insecurity and requires greater involvement of both teachers and students.…”

Section: Discussionmentioning

confidence: 99%

“…Research in nursing students through project-based learning is being used through different methodological designs. We found studies with a quasi-experimental study design using a pretest-posttest design of a non-equivalent control group [5] or accounts of experiences on the use of PBL in the course of educational actions in nursing practice [6]. PBL is also being used in professional-level training for quality-of-care improvement by using project-based learning to teach advanced practice nurses [7].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the Use of Project-Based Learning in the Nursing Degree

Parra-Anguita,

López-Franco,

Martínez-Galiano

et al. 2023

Nursing Reports

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Project-based learning (PBL) is a teaching methodology that allows students to acquire knowledge and competencies through the completion of projects that respond to real-life problems. The aims of this study were to evaluate the acquisition of knowledge of students of the Aging Nursing subject through a PBL-based intervention and determine the degree of student satisfaction with the use of this methodology. A mixed, quasi-experimental, pre–post study was conducted without a control group using an educational intervention based on PBL and descriptive phenomenology with content analysis of the experiences reported after it. A knowledge questionnaire about nursing homes was administered before the start of the intervention. After using PBL to carry out the subject project, the same knowledge questionnaire and an ad hoc questionnaire on satisfaction, assessment, and improvement aspects were administered. In total, 111 nursing students participated. The difference in knowledge after the educational intervention was significant. The mean pre-intervention score was 5.56, SD 1.50, and the mean post-intervention score was 7.14, SD 1.59, (p = 0.001). In total, 74% of the students stated that they were very satisfied with the use of this methodology. The students had a positive perspective on the process of acquiring knowledge that PBL allows. The students improved their knowledge about the planning and management of nursing homes with the use of the project-based learning teaching methodology. They were very satisfied with said activity. Teachers must be adequately trained for the correct implementation of this teaching methodology. This study was not registered.

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Development of a Project-Based Learning Program on High-Risk Newborn Care for Nursing Students and Its Effects: A Quasi-Experimental Study

Cited by 5 publications

References 25 publications

Collaborative project-based learning in global health: Enhancing competencies and skills for undergraduate nursing students

Collaborative project-based learning in global health: Enhancing competencies and skills for undergraduate nursing students

Aprendizagem Baseada em Projetos em Cursos de Graduação na Área da Saúde:

Evaluation of the Use of Project-Based Learning in the Nursing Degree

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