Abstract
Session presented on Saturday, April 9, 2016, and Friday, April 8, 2016:
Problem-based learning as become a great emphasis in nursing education; however, problem-based learning has been used to improve clinical care and rarely used the nursing administration project. The empirical finds of promote deep learning in problem-based learning remain and unclear (Loyens, Gijbels, Coertjens & Cote, 2013). This study is trying to answer three questions: Is problem-based learning better more effective then lecture-based learning in nursing administration project? Second, what are the factors (personality, coordination, self-directed learning) that will influence the learning outcome of the student in nursing administration project? Third, is the problem-based learning and lecture-based learning of nursing administration project enough for student to conduct a basic nursing administration project? A new problem-based learning episode specific for nursing administration project for senior nursing student will be developed. This study is a quasi-experimental design with nonequivalent design. We use both qualitative and quantitative method. We will use a quasi-experimental design experimental design. Student will be convenient assigned into two groups based on their clinical practicum. The group one will have a lecture-based case first with class quiz and will have the Problem-based learning episode for around 4 month with a quiz. The groups two will have problem-based learning episode first with quiz and have a lecture-base episode at the end with a quiz. Both groups will have another follow-up test at the end of six month completion. We will use pair t-test to compare the between-group difference and repeated measure ANOVA to compare the different groups. This can answer the question if the problem-based learning better more effective then lecture-based learning. Second, ANOCOVA was used to answered the question if the factors (personality, relational coordination, self-directed learning) will influence the learning outcome of the student in nursing administration project? Focus group will be used to answer the third question and the student who volunteers to write administration nursing project will join the focus group with teachers to discuss how they have learned through the entire clinical practicum and compared the experience during the problem-based learning episode and lecture base learning.
Sigma Membership
Non-member
Lead Author Affiliation
Kaohsiung Medical University, Kaohsiung, Taiwan
Type
Poster
Format Type
Text-based Document
Research Approach
N/A
Keywords:
Problem-Based Learning, Personality, Nursing Administration Project
Recommended Citation
Lin, Wei-Ting; Yu, Ching-Yun; and Lin, Pei-Chao, "Effects of problem-based learning vs. traditional lecture on Taiwanese students' nursing administration project" (2016). NERC (Nursing Education Research Conference). 31.
https://www.sigmarepository.org/nerc/2016/posters_2016/31
Conference Name
Nursing Education Research Conference 2016
Conference Host
Sigma Theta Tau International,National League for Nursing
Conference Location
Washington, DC, USA
Conference Year
2016
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Effects of problem-based learning vs. traditional lecture on Taiwanese students' nursing administration project
Washington, DC, USA
Session presented on Saturday, April 9, 2016, and Friday, April 8, 2016:
Problem-based learning as become a great emphasis in nursing education; however, problem-based learning has been used to improve clinical care and rarely used the nursing administration project. The empirical finds of promote deep learning in problem-based learning remain and unclear (Loyens, Gijbels, Coertjens & Cote, 2013). This study is trying to answer three questions: Is problem-based learning better more effective then lecture-based learning in nursing administration project? Second, what are the factors (personality, coordination, self-directed learning) that will influence the learning outcome of the student in nursing administration project? Third, is the problem-based learning and lecture-based learning of nursing administration project enough for student to conduct a basic nursing administration project? A new problem-based learning episode specific for nursing administration project for senior nursing student will be developed. This study is a quasi-experimental design with nonequivalent design. We use both qualitative and quantitative method. We will use a quasi-experimental design experimental design. Student will be convenient assigned into two groups based on their clinical practicum. The group one will have a lecture-based case first with class quiz and will have the Problem-based learning episode for around 4 month with a quiz. The groups two will have problem-based learning episode first with quiz and have a lecture-base episode at the end with a quiz. Both groups will have another follow-up test at the end of six month completion. We will use pair t-test to compare the between-group difference and repeated measure ANOVA to compare the different groups. This can answer the question if the problem-based learning better more effective then lecture-based learning. Second, ANOCOVA was used to answered the question if the factors (personality, relational coordination, self-directed learning) will influence the learning outcome of the student in nursing administration project? Focus group will be used to answer the third question and the student who volunteers to write administration nursing project will join the focus group with teachers to discuss how they have learned through the entire clinical practicum and compared the experience during the problem-based learning episode and lecture base learning.