Tiwari Agnes, Chan Sophia, Wong Emmy, Wong David, Chui Caroline, Wong Alan, Patil Niv
Department of Nursing Studies, The University of Hong Kong, 4/F, William MW Mong Block, Faculty of Medicine Building, 21 Sassoon Road, Pokfulam, Hong Kong SAR, China.
Nurse Educ Today. 2006 Jul;26(5):430-8. doi: 10.1016/j.nedt.2005.12.001. Epub 2006 Jan 26.
The effect of problem-based learning (PBL) on nursing students' approaches to learning has received scanty attention in nursing education. The purpose of the present study was to evaluate the effect of PBL on students' approaches to learning in clinical nursing education. Using a one-group before-after quasi-experimental design, the revised two-factor Study Process Questionnaire (R-SPQ-2F) was administered to compare students' approaches to learning before and after a period of clinical education in which PBL was implemented. Focus group interviews were used to elicit from students their PBL experience. Of the 237 students who participated in the study, 187 returned the R-SPQ-2F, representing a response rate of 78.9%. Twenty-eight of the students also participated in focus group interviews. The R-SPQ-2F scores indicated that for the deep approach to learning, the post-test mean score was noticeably higher than that at the pre-test (p=0.005). No significant difference was observed between the pre-test and post-test mean scores for the surface approach to learning (p>or=0.05). The four themes inductively derived from students' descriptions of their clinical education experience (motivated to learn; self-direction in learning; active, interactive and student-centred learning; and enjoyment in learning) also suggested that the students adopted a deep approach to learning during a period of clinical education in which PBL was implemented.
基于问题的学习（PBL）对护理专业学生学习方法的影响在护理教育中受到的关注较少。本研究的目的是评估PBL对临床护理教育中学生学习方法的影响。采用单组前后准实验设计，使用修订后的两因素学习过程问卷（R-SPQ-2F）来比较在实施PBL的临床教育阶段前后学生的学习方法。通过焦点小组访谈了解学生的PBL经历。在参与研究的237名学生中，187名返回了R-SPQ-2F问卷，回复率为78.9%。其中28名学生还参与了焦点小组访谈。R-SPQ-2F分数表明，对于深度学习方法，后测平均分数明显高于前测（p=0.005）。对于表面学习方法，前测和后测平均分数之间未观察到显著差异（p≥0.05）。从学生对其临床教育经历的描述中归纳出的四个主题（学习动机；学习中的自我导向；积极、互动和以学生为中心的学习；以及学习中的乐趣）也表明，在实施PBL的临床教育阶段，学生采用了深度学习方法。
