J Korean Acad Nurs.  2019 Feb;49(1):92-103. 10.4040/jkan.2019.49.1.92.

A Comparative Study on Learning Outcomes according to the Integration Sequences of S-PBL in Nursing Students: Randomized Crossover Design

• Yun SY
• Choi JY

• KMID: 2440390
• DOI: http://doi.org/10.4040/jkan.2019.49.1.92

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.

Keyword

Nursing Education Research; High Fidelity Simulation Training; Problem-Based Learning

MeSH Terms

Cross-Over Studies*
Humans
Judgment
Learning*
Medical-Surgical Nursing
Methods
Nursing Education Research
Nursing*
Problem-Based Learning
Simulation Training
Students, Nursing*

Figure

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  Figure 1 Research design.

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  Figure 2 Participants' flow.

• 

  Figure 3 Operation of S-PBL program.

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