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Conference Paper: Applying clinical problem-based learning (CPBL) in the undergraduate nursing curriculum: evaluation of students' approaches to learning

TitleApplying clinical problem-based learning (CPBL) in the undergraduate nursing curriculum: evaluation of students' approaches to learning
Authors
Issue Date2006
Citation
Conference of the Association for Medical Education in Europe (AMEE 2006), Genoa, Italy, 14-18 September 2006. How to Cite?
AbstractAIM: To evaluate the effect of CPBL on students’ approaches to learning in clinical nursing education SUMMARY OF WORK: Clinical PBL was launched in September 2004 as a learning methodology in an undergraduate nursing curriculum in Hong Kong. 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 nursing practicum in which CPBL was implemented. Focus group interviews were used to elicit from students their PBL experience. SUMMARY OF RESULTS: Of the 187 students who responded, the R-SPQ-2F scores indicated that for the deep approach to learning, the post-test mean score was higher than that at the pre-test (30.9 vs. 29.0, p = .005). No significant difference was found for the surface approach. Four themes were identified from the focus group analysis: motivation to learn; self-direction in learning; active, interactive and student-centred learning; and enjoyment in learning. CONCLUSIONS: The quantitative and qualitative data suggested that the students adopted a deep approach to learning during the nursing practicum in which CPBL was implemented. The study provided valuable empirical support for the future development and implementation of an evidenced based PBL clinical education model for nursing students.
DescriptionAbstract no. 10H 5
Persistent Identifierhttp://hdl.handle.net/10722/107529

 

DC FieldValueLanguage
dc.contributor.authorChan, SSCen_HK
dc.contributor.authorTiwari, AFYen_HK
dc.contributor.authorWong, EMYen_HK
dc.contributor.authorWong, Aen_HK
dc.contributor.authorPatil, NGen_HK
dc.date.accessioned2010-09-26T00:01:30Z-
dc.date.available2010-09-26T00:01:30Z-
dc.date.issued2006en_HK
dc.identifier.citationConference of the Association for Medical Education in Europe (AMEE 2006), Genoa, Italy, 14-18 September 2006.-
dc.identifier.urihttp://hdl.handle.net/10722/107529-
dc.descriptionAbstract no. 10H 5-
dc.description.abstractAIM: To evaluate the effect of CPBL on students’ approaches to learning in clinical nursing education SUMMARY OF WORK: Clinical PBL was launched in September 2004 as a learning methodology in an undergraduate nursing curriculum in Hong Kong. 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 nursing practicum in which CPBL was implemented. Focus group interviews were used to elicit from students their PBL experience. SUMMARY OF RESULTS: Of the 187 students who responded, the R-SPQ-2F scores indicated that for the deep approach to learning, the post-test mean score was higher than that at the pre-test (30.9 vs. 29.0, p = .005). No significant difference was found for the surface approach. Four themes were identified from the focus group analysis: motivation to learn; self-direction in learning; active, interactive and student-centred learning; and enjoyment in learning. CONCLUSIONS: The quantitative and qualitative data suggested that the students adopted a deep approach to learning during the nursing practicum in which CPBL was implemented. The study provided valuable empirical support for the future development and implementation of an evidenced based PBL clinical education model for nursing students.-
dc.languageengen_HK
dc.relation.ispartofConference of the Association for Medical Education in Europe, AMEE 2006en_HK
dc.titleApplying clinical problem-based learning (CPBL) in the undergraduate nursing curriculum: evaluation of students' approaches to learningen_HK
dc.typeConference_Paperen_HK
dc.identifier.emailChan, SSC: nssophia@hkucc.hku.hken_HK
dc.identifier.emailTiwari, AFY: afytiwar@hkucc.hku.hken_HK
dc.identifier.emailWong, EMY: emmy@hkucc.hku.hken_HK
dc.identifier.emailPatil, NG: ngpatil@hkucc.hku.hken_HK
dc.identifier.authorityChan, SSC=rp00423en_HK
dc.identifier.authorityTiwari, AFY=rp00441en_HK
dc.identifier.authorityPatil, NG=rp00388en_HK
dc.identifier.hkuros136281en_HK

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