Effect of Problem-based Learning-Integrative Nursing Process Education on Teamwork, Problem-Solving Ability, Nursing Process Confidence, and Critical Thinking Deposition Among Nursing Students
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Problem-based learning (PBL) plays a pivotal role in improving the clinical competency of nursing students. We identified the effect of PBL-integrative nursing process (PBL-INP) education program on teamwork, problem-solving ability, confidence in nursing process, and critical thinking disposition among nursing students. This study used a one-group pre–post-test design to verify the effects of the program. Participants were 78 second-year students from a nursing school located in Chungcheong-do. The program was performed for eight weeks from May 1 to June 23, 2023. There were significant differences in teamwork (t = 3.76, p < .001) and problem-solving ability (t = 2.27, p = .025) before and after the PBL-INP. There was a significant difference in the confidence in the nursing process (t = 6.09, p < .001) and critical thinking disposition (t = 2.46, p = .016) before and after the intervention. The PBL-INP was effective in improving teamwork, problem-solving ability, confidence in nursing process, and clinical thinking disposition among second-year nursing students. The PBL-INP program was an effective educational method, and this study provides basic data to improve nursing students’ nursing process learning ability.
Abstract
Problem-based learning (PBL) plays a pivotal role in improving the clinical competency of nursing students. We identified the effect of PBL-integrative nursing process (PBL-INP) education program on teamwork, problem-solving ability, confidence in nursing process, and critical thinking disposition among nursing students. This study used a one-group pre–post-test design to verify the effects of the program. Participants were 78 second-year students from a nursing school located in Chungcheong-do. The program was performed for eight weeks from May 1 to June 23, 2023. There were significant differences in teamwork (t = 3.76, p < .001) and problem-solving ability (t = 2.27, p = .025) before and after the PBL-INP. There was a significant difference in the confidence in the nursing process (t = 6.09, p < .001) and critical thinking disposition (t = 2.46, p = .016) before and after the intervention. The PBL-INP was effective in improving teamwork, problem-solving ability, confidence in nursing process, and clinical thinking disposition among second-year nursing students. The PBL-INP program was an effective educational method, and this study provides basic data to improve nursing students’ nursing process learning ability.
참고문헌 (27)
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