Nursing Department, School of Nursing, Yasuj University of Medical Sciences, Yasuj, Iran.
Education Development Center, School of Medicine, Yasuj University of Medical Sciences, Yasuj, Iran.
BMC Med Educ. 2018 Aug 10;18(1):195. doi: 10.1186/s12909-018-1305-0.
Nursing education in Iran has conventionally focused on lecture-based strategies. Improvements in teaching and learning over the years have led to an expansion of the pedagogies available to educators. Likewise, there has been a suggestion for a move toward more learner-centered teaching strategies and pedagogies that can result in improvement in learning. This study was undertaken to investigate the effects of Problem-Based Learning in developing cognitive skills in learning Pediatric Nursing among university students.
In this quasi-experimental, posttest-only nonequivalent control group design, the subjects were undergraduate students who had enrolled in Pediatric Nursing II at Islamic Azad University in Iran. The experiment was conducted over a period of eight weeks, one two-hour session and two two-hour sessions. Two experimental groups, Pure Problem-Based Learning (PPBL) and the Hybrid Problem- Based Learning (HPBL), and one Lecturing or Conventional Teaching and Learning (COTL) group were involved. In the PPBL group, PBL method with guided questions and a tutor, and in the HPBL group, problem-based learning method, some guided questions, minimal lecturing and a tutor were used. The COTL group, however, underwent learning using conventional instruction utilizing full lecture. The three groups were compared on cognitive performances, namely, test performance, mental effort, and instructional efficiency. Two instruments, i.e., Pediatric Nursing Performance Test (PNPT) and Paas Mental Effort Rating Scale (PMER) were used. In addition, the two-Dimensional Instructional Efficiency Index (IEI) formula was utilized. The statistical analyses used were ANOVA, ANCOVA, and mixed between-within subjects ANOVA.
Results showed that the PPBL and HPBL instructional methods, in comparison with COTL, enhanced the students' overall and higher-order performances in Pediatric Nursing, and induced higher level of instructional efficiency with less mental effort (p < 0.005). Although there was no significant difference in lower-order performance among the groups during the posttest (p = 0.92), the HPBL group outperformed the COTL group on the delayed posttest (p = 0.028).
It may be concluded that both forms of PBL were effective for learning Pediatric Nursing. Moreover, PBL appears to be useful where there are shortages of instructors for handling teaching purposes.
伊朗的护理教育传统上侧重于基于讲座的策略。多年来教学和学习的改进导致了可供教育工作者使用的教学法的扩展。同样，也有人建议转向更以学习者为中心的教学策略和教学法，从而提高学习效果。本研究旨在调查基于问题的学习对发展大学生儿科护理学习认知技能的影响。
在这项准实验、后测仅非等效对照组设计中，研究对象是在伊朗伊斯兰阿扎德大学学习儿科护理 II 的本科生。实验持续了八周，每周两个小时，共两个两小时的课程。涉及两个实验组，即纯基于问题的学习（PPBL）和混合基于问题的学习（HPBL），以及一个讲座或传统教学和学习（COTL）组。在 PPBL 组中，采用有指导问题和导师的 PBL 方法，而在 HPBL 组中，采用基于问题的学习方法、一些指导问题、最少的讲座和导师。然而，COTL 组则采用传统的教学方法，即充分利用讲座进行学习。在认知表现方面，即测试表现、心理努力和教学效率方面，对这三个组进行了比较。使用了两种工具，即儿科护理表现测试（PNPT）和 Paas 心理努力评定量表（PMER）。此外，还使用了二维教学效率指数（IEI）公式。使用的统计分析包括方差分析、协方差分析和混合的组内-组间方差分析。
结果表明，与 COTL 相比，PPBL 和 HPBL 教学方法提高了学生在儿科护理方面的整体和高级表现，并以较少的心理努力实现了更高水平的教学效率（p<0.005）。尽管在posttest 期间各组的低阶表现没有显著差异（p=0.92），但 HPBL 组在延迟 posttest 上优于 COTL 组（p=0.028）。
可以得出结论，两种形式的 PBL 都对学习儿科护理有效。此外，在缺乏教师来处理教学目的的情况下，PBL 似乎很有用。
