Outcomes of problem-based learning in nurse education: A systematic review and meta-analysis

Sharma, Sapna; Saragih, Ita Daryanti; Tarihoran, Dame Elysabeth Tuty Arna Uly; Chou, Fan‐Hao

doi:10.1016/j.nedt.2022.105631

Cited by 25 publications

(11 citation statements)

References 52 publications

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“…Hence, its use may have increased the validity of this study’s results as a quasi-experimental single-group study of junior nursing students of a four-year university conducted as part of the nursing curriculum. Additionally, it is necessary to investigate on the long-term impacts of problem-based learning in nursing education according to a systematic review and meta-analysis [ 39 ]. Since this study examined only the short-term effect of S-PBL, it is necessary to evaluate how the education effect is maintained or how clinical reasoning is applied to actual nursing practice, which is the final stage of learning transfer.…”

Section: Discussionmentioning

confidence: 99%

Effects of simulation with problem-based learning (S-PBL) on nursing students’ clinical reasoning ability: based on Tanner’s clinical judgment model

Son

2023

BMC Med Educ

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Background Clinical reasoning ability, a complex cognitive and metacognitive process, is a crucial core competency required in nursing practice. Therefore, undergraduate nursing students should be provided with nursing education to strengthen their clinical reasoning ability based on real-life nursing scenarios. Methods This study was conducted using a quasi-experimental single-group pretest–posttest design. Three sessions (lasting three hours each) of Simulation with Problem-Based Learning (S-PBL) using high-risk obstetrics-gynecology scenarios were provided to 71 third-year nursing students of a university. The sessions were conducted from September to December 2022, and they aimed to strengthen their clinical reasoning ability. For data collection, an online survey was conducted using Rubric for Clinical Reasoning and learning satisfaction evaluation tool. Data were analyzed using descriptive statistics and repeated measures analysis of variance in SPSS. Results The mean score of clinical reasoning ability significantly increased from 29.42 (standard deviation: 4.62) out of 40 points in the pre-test to 32.28 (4.36), 33.44 (5.35), and 33.80 (5.91) after the first, second, and third S-PBL sessions, respectively (F = 61.668, p < .001). The learning satisfaction score was as high as 107.04 (12.66) out of 120 points. Conclusion This S-PBL program is an effective nursing education strategy to strengthen nursing students’ clinical reasoning ability. Future studies must examine learner variables and standardize the S-PBL design and operation process by comparison to a traditional teaching approach and a higher range of clincal reasoning ability.

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Section: Discussionmentioning

confidence: 99%

Effects of simulation with problem-based learning (S-PBL) on nursing students’ clinical reasoning ability: based on Tanner’s clinical judgment model

Son

2023

BMC Med Educ

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“…Consistent with this, a literature review of students’ perceptions about the development of generic skills or competencies in PBL educational environments showed that students had the clear perception that PBL improves their problem-solving and collaborative skills [ 25 ]. Problem-based learning, which is a well-defined method in several areas of higher education [ 26 ], has been previously applied in nursing and veterinary courses [ 27 , 28 , 29 , 30 ] with variable success; however, published reports of PBL effectiveness in Italy are rare. As a result, the systematic evaluation of PBL effectiveness in the Animal Care program was conducted at University of Padua.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Effectiveness of Problem-Based Learning in an International Undergraduate Program in Veterinary Sciences: Students’ Satisfaction, Experience and Learning

Broseghini,

Lõoke,

Brscic

et al. 2024

Veterinary Sciences

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The systematic evaluation of the integration of problem-based learning (PBL) into educational programs in Italy is scarce and there are no published reports of its use in an Italian Bachelor of Veterinary Science degree program. This paper aims to assess the satisfaction of second-year students on an international Bachelor of Veterinary Science degree program after implementing two weeks of PBL with a multidisciplinary approach. Moreover, the impact of this methodological approach on the students’ performance and their perceptions concerning their learning experience was investigated. The results showed that students expressed a high level of satisfaction and a positive attitude towards learning through PBL. A significant increase in the perception of students’ soft skills was also found, based on self-evaluation. Moreover, a significant improvement was seen in the students’ perception of their learning and teaching experiences and general life competencies, assessed using the validated questionnaire HowULearn. Negative effects were also identified, requiring further design modification of the tutors’ feedback and pedagogical orchestration. Based on our findings, when planning bachelor’s degree programs in veterinary science, PBL modules or activities should be considered to promote active learning, engagement among students, and the improvement of problem-solving and team-working skills.

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“…PBL, a popular approach in this regard, involves students' exploration of the solutions to problems based on real-world situations through discussions and collaborations within small groups [6]. This method of learning enables students to develop a sense of ownership by collecting and analyzing different concepts and information, and ultimately identifying the solution [7]. In other words, the benefits of PBL are that it facilitates self-directed learning and develops cooperative skills.…”

Section: Introductionmentioning

confidence: 99%

Effects of a Problem-Based Learning Education Program for Occupational Health Nursing Using Smart Learning on Occupational Health Knowledge and Nursing Professionalism

Hong

2024

Healthcare

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This study aimed to develop a problem-based learning program for occupational health nursing using smart learning, and to report the program’s effects on occupational health knowledge and nursing professionalism. A quasi-experimental study was performed using a non-equivalent control group pre-test–post-test design. An occupational health nursing problem-based learning program using smart learning was developed, and students produced videos containing problem-solving strategies in groups. The experimental and control groups consisted of 34 and 29 participants, respectively. To collect data, an online survey was conducted before and immediately after the intervention. The experimental and control group’s mean scores for occupational health knowledge before the intervention were 5.74 and 7.41, respectively. Additionally, the mean scores for nursing professionalism were 3.45 and 3.66. After the intervention, both the knowledge on occupational health and nursing professionalism score improved to 8.26 and 3.64 in the experimental group. This study reported significant improvements after conducting the occupational health nursing education program. These results demonstrate the need to develop a nursing education program for problem-based learning utilizing smart learning. Moreover, filming videos in cooperation with students can improve the effectiveness of education by improving knowledge.

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Outcomes of problem-based learning in nurse education: A systematic review and meta-analysis

Cited by 25 publications

References 52 publications

Effects of simulation with problem-based learning (S-PBL) on nursing students’ clinical reasoning ability: based on Tanner’s clinical judgment model

Effects of simulation with problem-based learning (S-PBL) on nursing students’ clinical reasoning ability: based on Tanner’s clinical judgment model

Exploring the Effectiveness of Problem-Based Learning in an International Undergraduate Program in Veterinary Sciences: Students’ Satisfaction, Experience and Learning

Effects of a Problem-Based Learning Education Program for Occupational Health Nursing Using Smart Learning on Occupational Health Knowledge and Nursing Professionalism

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