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.
Classification ; Humans ; Learning ; Life Cycle Stages ; Nursing Diagnosis ; Problem Solving ; Problem-Based Learning ; Students, Nursing ; Thinking ; Surveys and Questionnaires

PURPOSE: The purpose of this study was to develop a scenario and evaluate students' performance in simulation learning of care for patients with asthma in emergency units. METHODS: Meetings of experts were used to develop a scenario based on actual patients and textbook material. An evaluation protocol was developed to evaluate the simulation learning. The scenario was used in 2006 with six groups of 26 senior nursing students who participated voluntarily. RESULTS: The scenario was developed according to the nursing process for 15 minutes of simulation learning. The nursing students were able to demonstrate their knowledge and skills. The results showed a need to improve problem solving ability. In the self-evaluation, the students reported that simulation learning helped them to integrate their knowledge to practice and recognize their weaknesses and strengths. However, the scores for self-confidence about patient care after the simulation learning were low (4.8/10). CONCLUSION: The scenario in this study gave the students the experience of providing qualified and secure nursing care under conditions similar to reality. Further development of a variety of scenarios for simulation learning is needed.
Asthma ; Diagnostic Self Evaluation ; Emergencies ; Humans ; Learning ; Nursing Care ; Nursing Process ; Patient Care ; Patient Simulation ; Problem Solving ; Students, Nursing