A Comparative Study on Learning Outcomes according to the Integration Sequences of S-PBL in Nursing Students: Randomized Crossover Design
10.4040/jkan.2019.49.1.92
- Author:
So Young YUN
1
;
Ja Yun CHOI
Author Information
1. College of Nursing, Chonnam National University, Gwangju, Korea. choijy@jnu.ac.kr
- Publication Type:Original Article
- From:Journal of Korean Academy of Nursing
2019;49(1):92-103
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE:This study aimed to compare the effects of simulation integrated with problem based learning (S-PBL) according to the sequences of problem-based learning (PBL) and high fidelity simulation training (HFS) on knowledge, clinical performance, clinical judgment, self-confidence, and satisfaction in fourth-grade nursing students.
METHODS:In this randomized crossover design study, four S-PBLs on medical-surgical nursing were applied alternatively to two randomly-assigned groups of 26 senior nursing students for 8 weeks. The collected data were analyzed using an independent t-test.
RESULTS:The method of administering PBL prior to HFS led to significantly higher scores on knowledge (t=2.28, p=.025) as compared to the method of administering HFS prior to PBL. However, the latter method led to significantly higher scores on clinical performance (t=−6.49, p < .001) and clinical judgment (t=−4.71, p < .001) as compared to the method of administering PBL prior to HFS. There were no differences in the effect of the two methods on self-confidence (t=1.53, p=.128) and satisfaction (t=1.28, p=.202).
CONCLUSION:The integration sequences of S-PBL was associated with different learning outcomes. Therefore, when implementing S-PBL, it is necessary to consider the educational goal to executes an appropriate sequence of integration.
