Development and Evaluation of an 'Activity and Rest' Integrated Course.
- Author:
Eui Gum OH
1
;
Seon Young HWANG
;
Jae Eun LEE
;
Eun Kyeung SONG
;
Min Jeong KIM
Author Information
1. College of Nursing, Yonsei University, Korea.
- Publication Type:Original Article
- Keywords:
Problem-based learning
- MeSH:
Classification;
Humans;
Learning;
Life Cycle Stages;
Nursing Diagnosis;
Problem Solving;
Problem-Based Learning;
Students, Nursing;
Thinking;
Surveys and Questionnaires
- From:Journal of Korean Academy of Adult Nursing
2007;19(4):624-633
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: This study was conducted to develop an integrated undergraduate course including a PBL based on a blended learning strategy, and evaluate learners' responses. METHODS: The learning contents of cardiovascular, respiratory, and musculoskeletal medical systems, and nursing diagnoses of 'activity and rest' domain (NANADA's classification II, 2005) were analyzed. Six clinical scenarios with the clients in different life cycles were developed for PBL. Classical lecture and group presentation with on-line self learning were implemented in addition to PBL. The developed course was implemented on 84 junior nursing students in a university for 7 weeks with 5 hours per day, two days per week. Students were asked to complete structured questionnaires including problem solving, critical thinking, and nursing diagnosis differentiation abilities. RESULTS: Learner's evaluation was positive in problem solving skills and in the differentiation ability of nursing diagnoses relevant to an 'activity and rest' functional health pattern. CONCLUSION: Development and implementation of integrated courses based on a blended learning method need to be continued to enhance students' thinking and self-directed learning abilities. Supporting strategies for individual learners should be added for successful blended learning such as individual on-line feedback and consideration of individual learning outcomes.
