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Article: The effect of problem-based learning on students' approaches to learning in the context of clinical nursing education

TitleThe effect of problem-based learning on students' approaches to learning in the context of clinical nursing education
Authors
KeywordsApproaches to learning
Clinical nursing education
Problem-based learning
Issue Date2006
PublisherChurchill Livingstone. The Journal's web site is located at http://www.elsevier.com/locate/nedt
Citation
Nurse Education Today, 2006, v. 26 n. 5, p. 430-438 How to Cite?
AbstractThe effect of problem-based learning (PBL) on nursing students' approaches to learning has received scanty attention in nursing education. The purpose of the present study was to evaluate the effect of PBL on students' approaches to learning in clinical nursing education. 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 clinical education in which PBL was implemented. Focus group interviews were used to elicit from students their PBL experience. Of the 237 students who participated in the study, 187 returned the R-SPQ-2F, representing a response rate of 78.9%. Twenty-eight of the students also participated in focus group interviews. The R-SPQ-2F scores indicated that for the deep approach to learning, the post-test mean score was noticeably higher than that at the pre-test (p = 0.005). No significant difference was observed between the pre-test and post-test mean scores for the surface approach to learning (p ≥ 0.05). The four themes inductively derived from students' descriptions of their clinical education experience (motivated to learn; self-direction in learning; active, interactive and student-centred learning; and enjoyment in learning) also suggested that the students adopted a deep approach to learning during a period of clinical education in which PBL was implemented. © 2005 Elsevier Ltd. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/84424
ISSN
2015 Impact Factor: 1.591
2015 SCImago Journal Rankings: 0.958
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorTiwari, Aen_HK
dc.contributor.authorChan, Sen_HK
dc.contributor.authorWong, Een_HK
dc.contributor.authorWong, Den_HK
dc.contributor.authorChui, Cen_HK
dc.contributor.authorWong, Aen_HK
dc.contributor.authorPatil, Nen_HK
dc.date.accessioned2010-09-06T08:52:48Z-
dc.date.available2010-09-06T08:52:48Z-
dc.date.issued2006en_HK
dc.identifier.citationNurse Education Today, 2006, v. 26 n. 5, p. 430-438en_HK
dc.identifier.issn0260-6917en_HK
dc.identifier.urihttp://hdl.handle.net/10722/84424-
dc.description.abstractThe effect of problem-based learning (PBL) on nursing students' approaches to learning has received scanty attention in nursing education. The purpose of the present study was to evaluate the effect of PBL on students' approaches to learning in clinical nursing education. 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 clinical education in which PBL was implemented. Focus group interviews were used to elicit from students their PBL experience. Of the 237 students who participated in the study, 187 returned the R-SPQ-2F, representing a response rate of 78.9%. Twenty-eight of the students also participated in focus group interviews. The R-SPQ-2F scores indicated that for the deep approach to learning, the post-test mean score was noticeably higher than that at the pre-test (p = 0.005). No significant difference was observed between the pre-test and post-test mean scores for the surface approach to learning (p ≥ 0.05). The four themes inductively derived from students' descriptions of their clinical education experience (motivated to learn; self-direction in learning; active, interactive and student-centred learning; and enjoyment in learning) also suggested that the students adopted a deep approach to learning during a period of clinical education in which PBL was implemented. © 2005 Elsevier Ltd. All rights reserved.en_HK
dc.languageengen_HK
dc.publisherChurchill Livingstone. The Journal's web site is located at http://www.elsevier.com/locate/nedten_HK
dc.relation.ispartofNurse Education Todayen_HK
dc.subjectApproaches to learningen_HK
dc.subjectClinical nursing educationen_HK
dc.subjectProblem-based learningen_HK
dc.titleThe effect of problem-based learning on students' approaches to learning in the context of clinical nursing educationen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0260-6917&volume=26&spage=430&epage=438&date=2006&atitle=The+effect+of+problem-based+learning+on+students%27+approaches+to+learning+in+the+context+of+clinical+nursing+educationen_HK
dc.identifier.emailTiwari, A: tiwari@hku.hken_HK
dc.identifier.emailChan, S: scsophia@hku.hken_HK
dc.identifier.emailPatil, N: ngpatil@hkucc.hku.hken_HK
dc.identifier.authorityTiwari, A=rp00441en_HK
dc.identifier.authorityChan, S=rp00423en_HK
dc.identifier.authorityPatil, N=rp00388en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.nedt.2005.12.001en_HK
dc.identifier.pmid16442672-
dc.identifier.scopuseid_2-s2.0-33746957964en_HK
dc.identifier.hkuros116715en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-33746957964&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume26en_HK
dc.identifier.issue5en_HK
dc.identifier.spage430en_HK
dc.identifier.epage438en_HK
dc.identifier.isiWOS:000239637900011-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridTiwari, A=7101772273en_HK
dc.identifier.scopusauthoridChan, S=7404255378en_HK
dc.identifier.scopusauthoridWong, E=12796061900en_HK
dc.identifier.scopusauthoridWong, D=24391473100en_HK
dc.identifier.scopusauthoridChui, C=36794190500en_HK
dc.identifier.scopusauthoridWong, A=8593855600en_HK
dc.identifier.scopusauthoridPatil, N=7103152514en_HK

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