Khatiban Mahnaz, Sangestani Gita
Mother & Child Care Research Center, Hamadan University of Medical Sciences, Hamadan, Iran.
Mother & Child Care Research Center, Hamadan University of Medical Sciences, Hamadan, Iran.
Nurse Educ Pract. 2014 Nov;14(6):698-703. doi: 10.1016/j.nepr.2014.10.002. Epub 2014 Oct 22.
There are some strategies including problem based learning (PBL) that could enhance the learning experience. This quasi-experimental design was conducted to compare the effects of PBL with traditional clinical education that is commonly used for nursing students. The effects were observed by monitoring differences in their special and general competencies, performance and attitudes towards learning experiences. In 2010, 70, undergraduate nursing students were assigned into two groups as either PBL (n = 34) or Control group (n = 36) at Hamadan University of Medical Sciences in Iran. The research tools used in this study were: the "students' competency self-evaluation" and the "students' attitudes toward their learning experiences" questionnaires, and also a "Coding system of performance" checklist. The groups were similar in most demographic characteristics. The PBL students' general and special competencies improved in the post-test significantly more than those of the control students (P < .001). The PBL students' attitude was significantly better than the control group (P < .01) as well. There was also an incredible enhancement only in the PBL students' performance (P < .01). Therefore the Problem-based learning fostered nursing students' competency, attitude, and performance.
有一些策略，包括基于问题的学习（PBL），可以提升学习体验。本准实验设计旨在比较PBL与常用于护理专业学生的传统临床教育的效果。通过监测学生在专业和通用能力、表现以及对学习体验的态度方面的差异来观察效果。2010年，伊朗哈马丹医科大学的70名本科护理专业学生被分为两组，即PBL组（n = 34）和对照组（n = 36）。本研究使用的研究工具包括：“学生能力自我评价”和“学生对学习体验的态度”问卷，以及“表现编码系统”清单。两组在大多数人口统计学特征上相似。PBL组学生在测试后的通用和专业能力提升显著高于对照组学生（P <.001）。PBL组学生的态度也显著优于对照组（P <.01）。此外，仅PBL组学生的表现有显著提高（P <.01）。因此，基于问题的学习促进了护理专业学生的能力、态度和表现。
