The impact of instituting Process-Oriented Guided-Inquiry Learning (POGIL) in a fundamental nursing course

Roller, Maureen Carroll; Zori, Susan

doi:10.1016/j.nedt.2016.12.003

Cited by 20 publications

(36 citation statements)

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“…Hein's [17] results also demonstrated that students had higher percentile rankings on the national ACS exam. Roller's [15] results found higher standardized national scores for the POGIL group, while Roller and Zori [6] did not find significantly different results on a national standardized exam. Chase, Pakhira and Stains' [2] results found no difference in course grades in a chemistry courses when sections of the course that used POGIL were compared with sections that did not use POGIL, a similar finding to Maurer's [18] study using POGIL in a financial literacy course.…”

Section: Introductionmentioning

confidence: 77%

“…In summary, results from research conducted with POGIL are conflicting. Hein, [17] and Roller and Zori [6] found higher course grades when POGIL was used. Hein's [17] results also demonstrated that students had higher percentile rankings on the national ACS exam.…”

Section: Introductionmentioning

confidence: 96%

“…[1] The Process Oriented Guided Inquiry (POGIL) pedagogy used in teaching college level chemistry, math, and fundamental nursing courses has demonstrated a positive impact on students' grades, attitudes toward the course content and satisfaction with participation in POGIL. [2][3][4][5][6][7] POGIL pedagogy is an active learning strategy that utilizes reflection, questioning, and problem-based learning. POGIL utilizes groups of four students working as a team to solve problems or analyze case studies.…”

Section: Introductionmentioning

confidence: 99%

“…Use of POGIL has expanded to other science, math, pharmacology, and nursing disciplines. [6,8,15,16] Research has been conducted in a variety of disciplines to evaluate the efficacy of POGIL in helping to achieve positive learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…This study found no significant difference between the two groups in the final grades. A subsequent study by Roller and Zori [6] used similar methodology with a larger sample size and compared final grades and scores on a nationally normed test for nursing students: a control group with students who did not experience POGIL (N = 75) and an experimental group (N = 63) that used POGIL. The experimental group had statistically significant higher final course grades (p = .046), reported a better understanding of the course material (p = .005), and had a greater satisfaction with grades (p = .008) than the control group.…”

Section: Introductionmentioning

confidence: 99%

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Implementing the process oriented guided-inquiry learning (POGIL) pedagogy of group scenario exercises in fundamentals and Medical Surgical II nursing courses

Zori

Roller

Lyons

2018

JNEP

Self Cite

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Background and objective: Research with Process Oriented Guided Inquiry Learning (POGIL), an interactive learning pedagogy, has shown improvement in grades and student satisfaction in science and nursing courses. POGIL is an active teaching strategy which utilizes small groups of students to analyze case studies. The student teams participate in groups of four to problem solve topics based on the material taught. POGIL can be additional to lecture and didactic teaching methods to help with the synthesis and analysis of content taught. The object of this study was to compare final course and national standardized exam grades between POGIL and comparison groups in both Fundamentals and Medical-Surgical II nursing courses. Methods: A quantitative, comparative design was used. Results: The Fundamentals POGIL group had significantly higher scores on a standardized national exam (p = .001) than a comparison group; no significant difference in final course grades was found. The Medical-Surgical Nursing II POGIL and comparison groups had no significant differences in standardized national exam or final course grades. Students in POGIL groups were given a satisfaction survey and indicated the experience was helpful to improving grades and understanding course content. Conclusions: In classes that used POGIL, there were higher scores on a standardized national exam scores but not final course grades for students in the Fundamentals course. Using POGIL in Medical Surgical Nursing II courses revealed no difference in final course grades or on national standardized exam scores. The use of POGIL for beginning nursing students may be more helpful as these students are in the process of determining which learning strategies are most helpful as they progress through the nursing curriculum. Introducing a new pedagogy to students in their last semester of the nursing program was not as helpful possibly because students have established successful strategies for learning prior to this last semester. Future research to further explore the impact of POGIL on grades and standardized tests scores in other nursing curriculum courses such as mental health or care of the emerging family is recommended. Exploring POGIL and the impact on the development of clinical thinking and clinical practice is another line of inquiry that could be explored.

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Section: Introductionmentioning

confidence: 77%

Section: Introductionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Implementing the process oriented guided-inquiry learning (POGIL) pedagogy of group scenario exercises in fundamentals and Medical Surgical II nursing courses

Zori

Roller

Lyons

2018

JNEP

Self Cite

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Motivation, self‐efficacy, perception, curiosity, and barriers toward medical research among undergraduates in China

Chen

Teng

Chen

et al. 2022

Biochem Molecular Bio Educ

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Medical research is important to scientific progress and medical education.Institutions worldwide have sought to increase student involvement in research such as clinician-scientists training programs, while little is known about how medical undergraduates perceive research. A cross-sectional study was conducted in Chongqing Medical University, Chongqing, China, with first-fourth year undergraduates. An online, anonymous, and self-rating 5-point Likert questionnaire was conducted to investigate medical undergraduates' demographic characteristics and assess motivation, self-efficacy, perception, curiosity, and barriers regarding medical research. Content validity was checked with experts and face validity was checked for clarity and understanding of the questionnaire. The Cronbach's alpha coefficient of the questions ranged from 0.813 to 0.879. A total of 3273 medical undergraduates were surveyed, and 86.62% (2835) participants (male 962, female 1873) were identified as effective. Males scored higher than females on self-efficacy (p < 0.001), perception (p = 0.017), and curiosity (p < 0.001), and lower on barriers (p < 0.001). The second year students are at the peak of their perception (p = 0.006) and lowest barrier scores (p = 0.003). Students with scientific research experience scored higher in motivation (p = 0.002), self-efficacy (p < 0.001), perception (p < 0.001), and curiosity (p < 0.001). Lack of proper mentoring opportunity (86.2%) and knowledge (84.5%) were the main barriers in conducting research. Even though they have a positive perspective, only a few undergraduates enrolled in research. Medical universities should

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The effects of flipped classroom characterized by situational and collaborative learning in a community nursing course: A quasi-experimental design

Dong

Yin

et al. 2021

Nurse Education Today

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The impact of instituting Process-Oriented Guided-Inquiry Learning (POGIL) in a fundamental nursing course

Cited by 20 publications

References 9 publications

Implementing the process oriented guided-inquiry learning (POGIL) pedagogy of group scenario exercises in fundamentals and Medical Surgical II nursing courses

Implementing the process oriented guided-inquiry learning (POGIL) pedagogy of group scenario exercises in fundamentals and Medical Surgical II nursing courses

Motivation, self‐efficacy, perception, curiosity, and barriers toward medical research among undergraduates in China

The effects of flipped classroom characterized by situational and collaborative learning in a community nursing course: A quasi-experimental design

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