Effects of problem-based learning on cognitive, affective and communication skills in learning pediatric nursing among undergraduates in Islamic Azad University, Iran

The nursing profession is faced with new challenges which necessitate the implementation of new and more effective educational strategies in order to enhance nurses and nursing trainees' essential competencies to cope with challenges effectively. A quasi-experimental, posttest-control group des...

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Main Author:	Salari, Mohsen
Format:	Thesis
Language:	English
Published:	2016
Subjects:	Pediatric nursing - Iran Problem-based learning
Online Access:	http://psasir.upm.edu.my/id/eprint/65695/1/FPP%202016%2031IR.pdf
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id	my-upm-ir.65695
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spelling	my-upm-ir.656952018-10-09T07:19:28Z Effects of problem-based learning on cognitive, affective and communication skills in learning pediatric nursing among undergraduates in Islamic Azad University, Iran 2016-01 Salari, Mohsen The nursing profession is faced with new challenges which necessitate the implementation of new and more effective educational strategies in order to enhance nurses and nursing trainees' essential competencies to cope with challenges effectively. A quasi-experimental, posttest-control group design with nonequivalent groups was conducted to investigate the effects of Problem-Based Learning on cognitive, affective, and communication skills in learning Pediatric Nursing among university students. The subjects of the study were undergraduate students who enrolled in Pediatric Nursing II course at Islamic Azad University in Iran. The experiment was conducted over a period of eight weeks, in which the nursing students met weekly over duration of one two-hour session and two two-hour sessions. In this study, two experimental groups, namely the Traditional Problem-Based Learning (TPBL) and the Hybrid Problem- Based Learning (HPBL), and one Conventional Teaching and Learning (COTL) group were involved. The TPBL group underwent learning using the traditional problem-based learning approach with guided questions and a tutor; and the HPBL group underwent learning using problem-based learning approach with minimal lecturing, guided questions and a tutor. The COTL group underwent learning using conventional instruction utilizing full lecture. The three groups were compared on cognitive and affective performances, namely, overall nursing performance, mental effort, instructional efficiency, metacognitive awareness, motivation towards learning, and also, communication skills. Five instruments were used in this study, namely Pediatric Nursing Performance Test, Paas Mental Effort Rating Scale, Metacognitive Awareness Inventory, Instructional Materials Motivation Survey, and also, Communication Skill Checklist. The statistical analyses utilized were ANOVA, ANCOVA, and mixed between-within subjects ANOVA. Findings of this study showed that the TPBL and HPBL instructional strategy in comparison with COTL enhanced students’ overall performance in Pediatric Nursing, higher-order questions performance, and induced higher level of metacognitive awareness, communication skills, instructional efficiency and motivation toward learning with less mental effort invested during the learning. These findings indicated that the TPBL and HPBL are superior in comparison to the conventional instruction, hence implying that integrating the use of these approaches in teaching and learning of Pediatric Nursing lends higher efficiency than the conventional strategy. Therefore, it may be concluded that both forms of PBL were effective for student learning of Pediatric Nursing and also that PBL may be useful where there are shortages of instructors or faculty members in handling teaching and learning. Pediatric nursing - Iran Problem-based learning 2016-01 Thesis http://psasir.upm.edu.my/id/eprint/65695/ http://psasir.upm.edu.my/id/eprint/65695/1/FPP%202016%2031IR.pdf text en public doctoral Universiti Putra Malaysia Pediatric nursing - Iran Problem-based learning
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English
topic	Pediatric nursing - Iran Problem-based learning
spellingShingle	Pediatric nursing - Iran Problem-based learning Salari, Mohsen Effects of problem-based learning on cognitive, affective and communication skills in learning pediatric nursing among undergraduates in Islamic Azad University, Iran
description	The nursing profession is faced with new challenges which necessitate the implementation of new and more effective educational strategies in order to enhance nurses and nursing trainees' essential competencies to cope with challenges effectively. A quasi-experimental, posttest-control group design with nonequivalent groups was conducted to investigate the effects of Problem-Based Learning on cognitive, affective, and communication skills in learning Pediatric Nursing among university students. The subjects of the study were undergraduate students who enrolled in Pediatric Nursing II course at Islamic Azad University in Iran. The experiment was conducted over a period of eight weeks, in which the nursing students met weekly over duration of one two-hour session and two two-hour sessions. In this study, two experimental groups, namely the Traditional Problem-Based Learning (TPBL) and the Hybrid Problem- Based Learning (HPBL), and one Conventional Teaching and Learning (COTL) group were involved. The TPBL group underwent learning using the traditional problem-based learning approach with guided questions and a tutor; and the HPBL group underwent learning using problem-based learning approach with minimal lecturing, guided questions and a tutor. The COTL group underwent learning using conventional instruction utilizing full lecture. The three groups were compared on cognitive and affective performances, namely, overall nursing performance, mental effort, instructional efficiency, metacognitive awareness, motivation towards learning, and also, communication skills. Five instruments were used in this study, namely Pediatric Nursing Performance Test, Paas Mental Effort Rating Scale, Metacognitive Awareness Inventory, Instructional Materials Motivation Survey, and also, Communication Skill Checklist. The statistical analyses utilized were ANOVA, ANCOVA, and mixed between-within subjects ANOVA. Findings of this study showed that the TPBL and HPBL instructional strategy in comparison with COTL enhanced students’ overall performance in Pediatric Nursing, higher-order questions performance, and induced higher level of metacognitive awareness, communication skills, instructional efficiency and motivation toward learning with less mental effort invested during the learning. These findings indicated that the TPBL and HPBL are superior in comparison to the conventional instruction, hence implying that integrating the use of these approaches in teaching and learning of Pediatric Nursing lends higher efficiency than the conventional strategy. Therefore, it may be concluded that both forms of PBL were effective for student learning of Pediatric Nursing and also that PBL may be useful where there are shortages of instructors or faculty members in handling teaching and learning.
format	Thesis
qualification_level	Doctorate
author	Salari, Mohsen
author_facet	Salari, Mohsen
author_sort	Salari, Mohsen
title	Effects of problem-based learning on cognitive, affective and communication skills in learning pediatric nursing among undergraduates in Islamic Azad University, Iran
title_short	Effects of problem-based learning on cognitive, affective and communication skills in learning pediatric nursing among undergraduates in Islamic Azad University, Iran
title_full	Effects of problem-based learning on cognitive, affective and communication skills in learning pediatric nursing among undergraduates in Islamic Azad University, Iran
title_fullStr	Effects of problem-based learning on cognitive, affective and communication skills in learning pediatric nursing among undergraduates in Islamic Azad University, Iran
title_full_unstemmed	Effects of problem-based learning on cognitive, affective and communication skills in learning pediatric nursing among undergraduates in Islamic Azad University, Iran
title_sort	effects of problem-based learning on cognitive, affective and communication skills in learning pediatric nursing among undergraduates in islamic azad university, iran
granting_institution	Universiti Putra Malaysia
publishDate	2016
url	http://psasir.upm.edu.my/id/eprint/65695/1/FPP%202016%2031IR.pdf
_version_	1747812359988051968

Effects of problem-based learning on cognitive, affective and communication skills in learning pediatric nursing among undergraduates in Islamic Azad University, Iran

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