Record number :
1877698
Title of article :
Effects of problem-based learning vs. traditional lecture on Korean nursing studentsʹ critical thinking, problem-solving, and self-directed learning
Author/Authors :
Choi، نويسنده , , Eunyoung and Lindquist، نويسنده , , Ruth and Song، نويسنده , , Yeoungsuk، نويسنده ,
Issue Information :
روزنامه با شماره پیاپی سال 2014
Pages :
5
From page :
52
To page :
56
Abstract :
SummaryBackground m-based learning (PBL) is a method widely used in nursing education to develop studentsʹ critical thinking skills to solve practice problems independently. Although PBL has been used in nursing education in Korea for nearly a decade, few studies have examined its effects on Korean nursing studentsʹ learning outcomes, and few Korean studies have examined relationships among these outcomes. ives jectives of this study are to examine outcome abilities including critical thinking, problem-solving, and self-directed learning of nursing students receiving PBL vs. traditional lecture, and to examine correlations among these outcome abilities. i-experimental non-equivalent group pretest–posttest design was used. ipants/Setting year nursing students (N = 90) were recruited from two different junior colleges in two cities (GY and GJ) in South Korea. s selected educational programs, one used traditional lecture methods, while the other used PBL methods. Standardized self-administered questionnaires of critical thinking, problem-solving, and self-directed learning abilities were administered before and at 16 weeks (after instruction). s ng outcomes were significantly positively correlated, however outcomes were not statistically different between groups. Students in the PBL group improved across all abilities measured, while student scores in the traditional lecture group decreased in problem-solving and self-directed learning. Critical thinking was positively associated with problem-solving and self-directed learning (r = .71, and r = .50, respectively, p < .001); problem-solving was positively associated with self-directed learning (r = .75, p < .001). sion ng outcomes of PBL were not significantly different from traditional lecture in this small underpowered study, despite positive trends. Larger studies are recommended to study effects of PBL on critical student abilities.
Keywords :
Problem-Based Learning , critical thinking , self-directed learning , problem-solving
Journal title :
Nurse Education Today
Journal title :
Nurse Education Today
Serial Year :
2014
Link To Document :
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