 |
| Research article summary (published 30 Dec 2001): |
A comparison of problem-based and conventional curricula in nursing education.
Full Abstract
The purpose of this study was to compare graduating baccalaureate students in a problem-based curriculum with those in a conventional nursing program with regard to perceived preparation for clinical practice, clinical functioning, knowledge and satisfaction with their education. Prior to graduation, students completed a self-report questionnaire that consisted of five sections and took about 45 minutes to complete. Following graduation, their pass rates on the National Nursing Registration Examination (RN Exam) were also compared.The findings indicated no significant differences in their perceived preparation for nursing practice, although the conventional students scored higher in all areas. There were also no significant differences between the two groups in their perceived clinical functioning, although there was a trend toward higher function in the areas of communication and self-directed learning in the PBL group. There were no statistically significant differences in RN scores. The PBL students scored significantly higher on perceptions of their nursing knowledge, particularly in the areas of individual, family and community health assessment, communication, teaching/learning, and the health care system. The students undertaking the PBL program were more satisfied with their educational experience than their counterparts in the conventional program, indicating higher satisfaction with tutors, level of independence, assessment and program outcomes, but no difference in relation to workload or clarity of expectations. This study contributes to our understanding of the relationship between different educational approaches and student outcomes. It suggests that PBL is an effective approach for educating nurses. Furthermore, it indicates that nursing students in the PBL program, like their counterparts in PBL medical programs, report higher levels of satisfaction. Future studies that are longitudinal in design and rely less on self-report measures would contribute further to our understanding of the benefits and limitations of PBL in nursing education.
Learn Faster Today Improve your study skills
Author information
Author/s: Rideout, Elizabeth (E); England-Oxford, Valerie (V); Brown, Barbara (B); Fothergill-Bourbonnais, Frances (F); Ingram, Carolyn (C); Benson, Gerry (G); Ross, Margaret (M); Coates, Angela (A);
Affiliation: McMaster University. rideoutl(-atsign-)mcmaster.ca
Journal and publication information
Publication Type: Comparative Study; Journal Article
Journal: Advances in health sciences education : theory and practice (Adv Health Sci Educ Theory Pract), published in Netherlands. (Language: eng)
Reference: 2002-; vol 7 (issue 1) : pp 3-17
Dates: Created 2002/03/25; Completed 2002/05/30; Revised 2006/11/15;
PMID: 11912330, status: MEDLINE (last retrieval date: 11/6/2008)
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
External Links for this article (including full text providers, if available):
Click Electronic Full-text Provider Links to see options for finding the electronic full text links to this article. Note there may be a subscription or fee required for access to the full text. See our FAQ for information on finding FREE full text articles.
This article may also be located in paper journal collections available in many libraries. Use the Journal and Publication Information above to find the full article.
MeSH headings (categories)
This article was linked to the MESH Headings shown below.
|
|
Related articles
This article has not been indexed for related articles as yet, however you can still use the live related article search links below.
See a large map of 100+ related articles.