Abstract：
PURPOSES:This study evaluates students' learning experiences in a clinical pediatric nursing course adopting Problem Based Learning (PBL) and investigates how students' cultural background impacts on self directed learning. METHODS:A mixed-methods approach combining quantitative and qualitative methods was utilized to answer the research objectives. An observational technique for the PBL teaching sessions was employed; and 226 third-year students were asked to complete PBL evaluation questionnaire. RESULTS:Fifty seven percent (n = 130) responses to the questionnaire were analyzed. Overall, students considered PBL to be moderately effective in their learning experience, with a mean of 3.64 (S.D = 1.18). Students qualitative responses fell within four thematic categories including: developing cognitive abilities, independent learning, motivation to learn, and group learning. Difficulties encountered by students were: it is time-consuming, it has unclear objectives, it is a stressful process, and it results in an increased workload. A small number of students indicated that PBL tutorials were boring and complained about lack of contribution from instructors and limited recourses. Learning is intertwined with culture; students' previous educational experiences, uncertainty, English language proficiency, computer resources, gender, and achievement were identified as the most important cultural issues that impact the learning process and outcomes. CONCLUSION:Successful implementation of PBL does not come easily; teachers should be alert to the issues of culture in designing curriculum.
journal_name
Nurse Educ Practjournal_title
Nurse education in practiceauthors
Al-Kloub MI,Salameh TN,Froelicher ESdoi
10.1016/j.nepr.2013.06.013subject
Has Abstractpub_date
2014-03-01 00:00:00pages
142-7issue
2eissn
1471-5953issn
1873-5223pii
S1471-5953(13)00132-7journal_volume
14pub_type
杂志文章abstract：:This study explores the experiences of undergraduate nursing students and examiners with the Objective Structured Clinical Examination (OSCE) as an evaluation of physical assessment skills. A mixed methods approach captures participants' perceptions and experiences with the OSCE. The sample consisted of 55 students en...
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
pub_type： 杂志文章,评审
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
pub_type： 杂志文章
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
pub_type： 杂志文章
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abstract：OBJECTIVES:The purpose of this literature review was to explore the use of distinct assumptions of constructivism when studying the impact of problem-based learning (PBL) on learners in undergraduate nursing programs. DESIGN:Content analysis research technique. DATA SOURCES:The literature review included information ...
journal_title：Nurse education in practice
pub_type： 杂志文章,评审
doi：10.1016/j.nepr.2013.08.010
更新日期：2014-05-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2008.10.015
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
pub_type： 杂志文章
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journal_title：Nurse education in practice
pub_type： 杂志文章,评审
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journal_title：Nurse education in practice
pub_type： 杂志文章
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
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