Effect of Problem-Based Learning on Communication Skills of Undergraduate Nursing Students

Salari, Mohsen; Zarifi, Abdolvahed; Tarmizi, Rohani Ahmad

doi:10.52547/jccs.2.1.21

Cited by 4 publications

(2 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…When the teachers successfully encourage and cultivate a culture of learning through problem-solving, it fosters the development of various skills, as highlighted by this study. The findings of this study are consistent with previous studies that emphasised the important role of PBL in improving critical thinking abilities (Gholami et al, 2016;Lapuz & Fulgencio, 2020;Oja, 2011;Tiwari, Lai, So, & Yuen, 2006), teamwork (Adnan et al, 2009;Deep et al, 2019), team-based problem-solving skills (Helmi et al, 2016), problem-solving skills (Kadir et al, 2016;Kurniawan & Sofyan, 2020;Sari, 2021;Simamora et al, 2017), and communication skills (Deep et al, 2019;Salari et al, 2021).…”

Section: Discussionsupporting

confidence: 91%

Creating Meaningful Learning Experiences With Active, Fun, and Technology Elements in the Problem-Based Learning Approach and Its Implications

Hsbollah

Hassan

2022

Malaysian Journal of Learning and Instruction

View full text Add to dashboard Cite

Purpose – Previous studies have documented the positive effect of problem-based learning (PBL) on learners, especially in the medical discipline. However, such effect on learners in a specific course of Systems Analysis and Design (SAD) and how the PBL implementation in this course could contribute to meaningful learning are still under-researched. Therefore, this study aims to investigate how a PBL approach could be used in creating meaningful learning among the students of SAD and its effect on their skills. The focus is on how meaningful learning could be achieved through the integration of active learning with fun activities along with the use of technology (Active Fun Technology (AFT) elements) to nurture the students’ knowledge and enhance their soft skills. Methodology – The qualitative approach was adopted as a means to understand how PBL integrated with AFT elements could create meaningful learning experiences and its impacts on skills development. 108 self-reflections were received from the students. A thematic analysis was used to analyse data from the students’ self-reflection. Findings – Meaningful learning criteria and AFT elements were embedded during the process to create meaningful learning experiences. The finding of this study highlighted that PBL activities with the integration of AFT elements could be used to create meaningful learning. The study showed that the PBL implementation successfully created a meaningful learning experience and developed related skills during the learning process. In this regard, two major themes emerged from the thematic analysis, namely soft skills (social skills [with subthemes of friendship and sharing, accept others’ ideas], teamwork, communication, critical thinking, and problem-solving), and technical skills. Significance – The significance of the study was its suggestion of integrating AFT elements during the design and implementation of PBL activities. This is particularly important for educators who teach highly theoretical subjects and use PBL as their teaching approach and strategy to ensure engagement in stimulating students’ interests to learn the subject.

show abstract

Section: Discussionsupporting

confidence: 91%

Creating Meaningful Learning Experiences With Active, Fun, and Technology Elements in the Problem-Based Learning Approach and Its Implications

Hsbollah

Hassan

2022

Malaysian Journal of Learning and Instruction

View full text Add to dashboard Cite

show abstract

“…The relationship between problem-based learning (PBL) and communication skills, selfefficacy, and clinical competency among newly graduated nurses is multifaceted and interconnected (Salari et al, 2021).…”

Section: )mentioning

confidence: 99%

Effect of Problem-Based Learning Training on Newly Graduated Nurses’ Communication Skills, Self-Efficacy, and Clinical Competence

Abdel Moneem Mohammad Shabana,

Shokry Abd Allah,

Ebrahim Abdel Fadil Mohamed

et al. 2024

Egyptian Journal of Health Care

View full text Add to dashboard Cite

Background: Problem-based learning can help ease the transition from nursing education to clinical practice for newly graduated nurses. Aim: This study aimed to evaluate the effect of problem-based learning training on newly graduated nurses' communication skills, self-efficacy, and clinical competence. Design: A quasi-experimental design with pre-and post-tests was used for this research. Setting: The study was conducted at the Armed Forces Faculty of Medicine Hospital. Subject: A convenience sample of 60 nurses, represented for all newly graduated nurses from the Armed Forces Technical Health Institute, 2022/2023 academic year batch. Tools for Data Collection: Five tools were used to collect data of the study. tool I was a questionnaire to assess the demographic characteristic such as age, sex, marital status, tool II was scale to assess student performance during tutorial sessions in problem-based learning (PBL), tool III was to the adapted instrument Kalamazoo essential elements to assess the communication checklist, tools IV was scales to assess the general self-efficacy and tool V was scale to assess the clinical competence. Results:The study findings revealed that the mean age of the study participants was 23± 1.0. Statistically significant mean differences were found between the pre-post problem-based training: performance; communication skills; general self-efficacy; and clinical competency. Conclusion: The newly graduated nurses' communication skills, self-efficacy and clinical competence levels were improved after the problem-based learning training. Recommendation: Adoption of the PBL approach in the nursing curriculum at the Military Technical Health Institute.

show abstract

Implementation of problem-based learning modules in an introduction to public health course

Matsuda,

Falcon,

Porter

et al. 2024

Front. Public Health

View full text Add to dashboard Cite

IntroductionWith traditional lecture-based learning methods often criticized for their limited ability to foster critical thinking and cognitive engagement, problem-based learning (PBL) has emerged as a promising alternative. This research investigates the impact of PBL on student learning outcomes, specifically focusing on the development of higher-order thinking skills, communication, growth mindset, and metacognitive abilities.MethodsPBL was implemented in an undergraduate public health course at a private university in the southeast US. The study was conducted in the Spring of 2022 using a convergent mixed-methods approach. Quantitative data were derived from university-wide Quality Enhancement Plan surveys and a course-specific PBL survey, which were analyzed using Repeated Measures ANOVA to assess changes in student perceptions over time. Additionally, qualitative data from open-ended survey questions were analyzed through thematic analysis, providing deeper insights into the students’ experiences and perceptions of PBL.ResultsResults indicated significant improvements in student communication skills, growth mindset, and metacognitive abilities across the semester. The thematic analysis of qualitative responses corroborated these findings, revealing enhanced team collaboration, active engagement in problem-solving, and increased comfort with complex real-world issues.DiscussionThe findings contribute to the growing body of evidence supporting PBL and offer practical insights for implementing PBL in public health education. The study also highlights the need for institutional support in adopting innovative teaching methods like PBL, emphasizing faculty development, resource allocation, and curriculum design.

show abstract

Effect of Problem-Based Learning on Communication Skills of Undergraduate Nursing Students

Cited by 4 publications

References 36 publications

Creating Meaningful Learning Experiences With Active, Fun, and Technology Elements in the Problem-Based Learning Approach and Its Implications

Creating Meaningful Learning Experiences With Active, Fun, and Technology Elements in the Problem-Based Learning Approach and Its Implications

Effect of Problem-Based Learning Training on Newly Graduated Nurses’ Communication Skills, Self-Efficacy, and Clinical Competence

Implementation of problem-based learning modules in an introduction to public health course

Contact Info

Product

Resources

About