Learning Element Recognition and Academic Achievement of Nursing Student Receiving PBL with Simulation Education.
- Author:
Ji Yun KIM
1
;
Eun Young CHOI
Author Information
1. Johns Hopkins University, Korea.
- Publication Type:Original Article
- Keywords:
Simulation;
Problem-based learning
- MeSH:
Achievement;
Diagnostic Self Evaluation;
Humans;
Learning;
Problem-Based Learning;
Students, Nursing
- From:Journal of Korean Academy of Adult Nursing
2008;20(5):731-742
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: The purpose of this study was to analyze how a nursing student recognizes PBL with simulation education and its relationship to academic achievement. METHODS: The study objects were the students in C college who learn through PBL using simulator for 15 weeks(September 2007 to December 2007). Learning element recognition was developed by Cho(2002) and three key evaluations(performance, self-evaluation, and colleague evaluation) were designed by professors. RESULTS: Learning element recognition ranged from 2.37 to 4.83 with the average at 3.94. For Learning element recognition, students who preferred discussion score 4.15. This was statistically more significant than those who do not. Students who preferred presentations show significantly higher score in colleague evaluation. For Learning element recognition and academic achievement, self-evaluation and colleague evaluation showed relationship to PBL learning element. CONCLUSION: There was definitely a relationship with PBL learning element and academic achievement after learning the PBL with simulation education.
