문제중심학습(PBL)은 간호 임상실습 시 간호 지식, 기술과 태도를 통합하는 학습자 중심의 교육이다. 본 연구는 간호학 교과과정 가운데 학령전기 아동 성장발달의 PBL모듈을 적용하기 위한 사전 연구이다. 이에 본 양적연구는 PBL 모듈을 Dick과 Carye의 프로그램 개발 과정(계획, 개발, 적용, 평가 단계)에 따라 개발하였고 2학년 간호대학생을 대상으로 구조화된 설문지를 활용하여 그 효과를 평가하였다. PBL 모듈은 각 팀 당 4-5명의 학생이 약 40분 정도 참여하였다. 수집된 자료는 기술통계, t-test, 내용분석을 하였다. 그 결과 간호대학생의 메타인지 수준이 유의하게 증가하였고, 팀 효능감은 모듈 참여 전후로 유의한 차이가 없었으며, 사후 학습만족도가 높은 수준으로 나타났다. 간호대학생은 PBL 모듈 참여 후 학령전기 아동성장발달에 관한 지식 및 문제해결능력을 습득하였고 PBL 참여 시 팀워크에 대해 만족한다고 응답하였다. 따라서 본 연구 결과는 간호 교과과정 내 PBL 모듈의 적용을 고려하기 위한 근거 자료를 제공하였다.
문제중심학습(PBL)은 간호 임상실습 시 간호 지식, 기술과 태도를 통합하는 학습자 중심의 교육이다. 본 연구는 간호학 교과과정 가운데 학령전기 아동 성장발달의 PBL 모듈을 적용하기 위한 사전 연구이다. 이에 본 양적연구는 PBL 모듈을 Dick과 Carye의 프로그램 개발 과정(계획, 개발, 적용, 평가 단계)에 따라 개발하였고 2학년 간호대학생을 대상으로 구조화된 설문지를 활용하여 그 효과를 평가하였다. PBL 모듈은 각 팀 당 4-5명의 학생이 약 40분 정도 참여하였다. 수집된 자료는 기술통계, t-test, 내용분석을 하였다. 그 결과 간호대학생의 메타인지 수준이 유의하게 증가하였고, 팀 효능감은 모듈 참여 전후로 유의한 차이가 없었으며, 사후 학습만족도가 높은 수준으로 나타났다. 간호대학생은 PBL 모듈 참여 후 학령전기 아동성장발달에 관한 지식 및 문제해결능력을 습득하였고 PBL 참여 시 팀워크에 대해 만족한다고 응답하였다. 따라서 본 연구 결과는 간호 교과과정 내 PBL 모듈의 적용을 고려하기 위한 근거 자료를 제공하였다.
Problem-Based Learning (PBL) is a student-centered pedagogy that integrates nursing knowledge, skills, and attitudes into clinical nursing practice. This pilot aims to apply a PBL module on preschoolers' growth and development in the nursing curriculum. This quantitative study was performed to devel...
Problem-Based Learning (PBL) is a student-centered pedagogy that integrates nursing knowledge, skills, and attitudes into clinical nursing practice. This pilot aims to apply a PBL module on preschoolers' growth and development in the nursing curriculum. This quantitative study was performed to develop a PBL module following Dick and Carye's program development process (planning, development, application, and evaluation phases), and to evaluate its effects using structured questionnaires among sophomore nursing students. These students formed teams of four or five people each and spent 40 minutes participating in the PBL module. Data were analyzed using descriptive statistics, t-tests, and content analysis. Metacognition level increased significantly. There was no significant difference in team efficacy between pre-test and post-test. Post-test learning satisfaction was high. Students reported obtaining knowledge and problem-solving ability with respect to preschoolers' growth and development and were satisfied with teamwork. This finding offers fundamental knowledge concerning the application of a PBL module in nursing curricula.
Problem-Based Learning (PBL) is a student-centered pedagogy that integrates nursing knowledge, skills, and attitudes into clinical nursing practice. This pilot aims to apply a PBL module on preschoolers' growth and development in the nursing curriculum. This quantitative study was performed to develop a PBL module following Dick and Carye's program development process (planning, development, application, and evaluation phases), and to evaluate its effects using structured questionnaires among sophomore nursing students. These students formed teams of four or five people each and spent 40 minutes participating in the PBL module. Data were analyzed using descriptive statistics, t-tests, and content analysis. Metacognition level increased significantly. There was no significant difference in team efficacy between pre-test and post-test. Post-test learning satisfaction was high. Students reported obtaining knowledge and problem-solving ability with respect to preschoolers' growth and development and were satisfied with teamwork. This finding offers fundamental knowledge concerning the application of a PBL module in nursing curricula.
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문제 정의
Accordingly, the purpose of this study was to develop a PBL module related to preschoolers’ growth and development for nursing students, and to evaluate metacognition, team efficacy, and learning satisfaction as its effects.
This study aimed to develop a module for preschoolers’ growth and development, which applies PBL to nursing students, and to test its effects.
This study has provided evidence for the use of PBL in the nursing curriculum by developing a PBL module for preschoolers’ general growth and development and testing its effects.
This study is significant as it developed a PBL module based on accessible cases that were applied to nursing education. However, we would like to present the following limitations and suggestions based on this study’s findings.
This was because preschoolers’ growth and development are covered in a pediatric nursing class, and this study targeted students who had no prior experience of PBL.
제안 방법
Prior to the development process of the PBL module, researchers analyzed whether the university had an appropriate environment for implementation of PBL. According to the planning phase, data for contents of the module were collected through applicable textbooks and literature review related to preschooler nursing to develop a PBL module in pediatric nursing, and clinical cases that subjects could encounter in person were selected.
After participating in the module, nursing students filled out a post-test questionnaire about metacognition, team efficacy, and learning satisfaction, and kept a personal reflective journal for the report. It took about an hour to write the report.
Considering this study was to develop and apply the PBL module for preschoolers’ growth and development, it was required to objectively evaluate individual learners and reflect feedback through content analysis.
Interrater reliability was examined to evaluate the PBL group’s activity[Table 2].
Learning objectives of the scenario were to: explain the characteristics of preschoolers’ growth and development; list nursing problems that can occur in relation to preschoolers’ growth and development; apply the nursing process to solve nursing problems related to preschoolers’ growth and development; explain vaccination required in the preschool period; perform a health assessment to see the level of preschoolers’ growth and development; explain family nursing to improve health in the preschool period; explain that the sociocultural environment has an effect on child health; understand the importance of teamwork through cooperation with colleagues; collect and categorize learning materials systematically; apply critical thinking to a scenario situation; solve the scenario situation and then reflect on it; and reflect critically on how to solve one’s problem based on the ordinary problem-solving process and universal knowledge.
First, as this study involved collection of data from sophomore nursing students in a single university, we suggest that a future study consider students’ various personal backgrounds, including regional characteristics and cultural differences, the influence of tutors as facilitators, and the factors influencing team efficacy and learning satisfaction, and apply them to the PBL curriculum. Second, as this study applied a one group pre-test and post-test experimental design to evaluate a PBL module and exogenous variables was not controlled, it should be careful to generalize from these findings.
The PBL module was revised to reflect contents of feedback as the evaluation phase of this module. Some details of the revision are as follows: Before participating in the PBL module, tutors assess knowledge about the nursing process to solve nursing problems as well as assess key characteristics of preschoolers through multiple choice and short answer item quizzes. Thereafter, tutors should provide targeted learners with information relating to PBL for preliminary understanding.
Data for this study was collected in the College of Nursing in K University from December 13 to 23, 2016 after obtaining approval from the Institutional Review Board of K University (KWNUIRB-2016-11- 005). The researcher provided a copy of research participation instructions to the subjects and explained the study in detail, after which the subjects participated only if they voluntarily agreed. All subjects were completed informed consent prior to their participation in this study.
The scenario was revised and updated for practicality and accuracy by two professors in pediatric nursing, and one nurse with more than five years of nursing experience in the Department of Pediatrics and more than 20 years of clinical practice. Two scenarios were finally developed for preschooler nursing, with a content validity index of above 80%.
This pilot applied a one group pre-test and post-test experimental design to evaluate a PBL module for nursing students attending a pediatric nursing class.
Team efficacy is an extended concept of Bandura’s[15] individual-level self-efficacy, and is an important predictive factor for team performance in determining the role and effort of an individual within the team[10][14]. This study identified team efficacy, a variable that has a direct effect on team performance in achieving team goals, in the collective and cognitive evaluation of team members following a PBL module.
This study used a one group pre-test and post-test design to develop a PBL module related to preschoolers’ growth and development and to examine its effects.
Two tutors evaluated each team’s achievement according to learning objectives regarding: whether major nursing problems were presented in the report or concept map, whether symptoms related to major nursing problems were presented, whether a nursing intervention was presented to solve major nursing problems, whether the relationship between key and related concepts was developed logically, and whether the content was summarized and organized sufficiently.
대상 데이터
Data for this study was collected in the College of Nursing in K University from December 13 to 23, 2016 after obtaining approval from the Institutional Review Board of K University (KWNUIRB-2016-11- 005). The researcher provided a copy of research participation instructions to the subjects and explained the study in detail, after which the subjects participated only if they voluntarily agreed.
In addition, each group drew up a concept map based on the key concepts derived for 60 minutes. Nine teams participated in ScenarioⅠwhile eight teams took part in Scenario Ⅱ; each team then completed the module over a 4 hour period.
The subjects were sophomore nursing students attending a pediatric nursing class in the Department of Nursing, in one University in Korea. This was because preschoolers’ growth and development are covered in a pediatric nursing class, and this study targeted students who had no prior experience of PBL.
There were 70 subjects who completed the study. Their average age was 21 years, and 60 (83.
데이터처리
Data collected in this study was analyzed by descriptive statistics, the intraclass correlation coefficient, and the one sample t-test using the SPSS WIN 23.0 program; interrater reliability was calculated by Cohen’s Kappa coefficient.
To evaluate the effects of the PBL module, pre-test average values were set as test values and the averages were compared using a one sample t-test[Table 4]. After setting the pre-test average of 44.
이론/모형
Learning satisfaction was measured using a revised version of a learning-satisfaction tool for nursing students developed by Yoo[25]. This was measured after completion of the PBL module.
성능/효과
01). After setting the pre-test average of 30.71 as the test value, the analysis revealed that, though the post-test team efficacy score increased compared to the pre-test one, this increase was not significant, with t=1.38 (p=.17). Moreover, post-test learning satisfaction was found to be 94.
To evaluate the effects of the PBL module, pre-test average values were set as test values and the averages were compared using a one sample t-test[Table 4]. After setting the pre-test average of 44.21 as the test value, the analysis revealed that metacognition scores increased significantly; t=2.71 (p=.01). After setting the pre-test average of 30.
First, after applying the PBL module, nursing students’ level of metacognition level increased significantly.
In Scenario II, the report was scored an average of 19.25±1.13 points and the concept map an average of 18.69±1.25 points; its average scores were relatively higher.
In addition, while team efficacy did not show statistically significant differences in this study following the application of the PBL-based module, post-test team efficacy increased compared to pretest scores, and the students responded that they were the most satisfied with teamwork. Effective group learning resulting from PBL facilitates not only the knowledge acquisition of individual learners but also teamwork, cooperation, and respect for colleagues’ views[6].
In terms of lessons learned from the PBL module, an increased understanding of preschoolers’ characteristics, more specifically their body measurement, standard growth curve, vaccination, and sociality, accounted for the most frequency with 43 subjects (59.7%).
후속연구
First, as this study involved collection of data from sophomore nursing students in a single university, we suggest that a future study consider students’ various personal backgrounds, including regional characteristics and cultural differences, the influence of tutors as facilitators, and the factors influencing team efficacy and learning satisfaction, and apply them to the PBL curriculum.
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