Learning Experiences of Junior Nursing Students in a Pilot Problem-Based Learning Program

應用問題導向學習於護理系二年級學生之學習經驗初探

李淑杏(Shu-Hsin Lee) ； 林晏如(Yen-Ju Lin) ； 顏文娟(Wen-Jiuan Yen) ； 廖玟君(Wen-Chun Liao) ； 袁素娟(Su-Chuan Yuan) ； 郭碧照(Pi-Chao Kuo) ； 郭青萍(Ching-Pyng Kuo) ； 李選(Shuan Lee) ； 李孟智(Meng-Chih Lee)

《中山醫學雜誌》 21卷1期 (2010/03) Pp. 79-89

https://doi.org/10.30096/CSMJ.201003.0006

摘要

Problem-based learning (PBL) has been adopted as an innovative model of learning in nursing education for many years in some western countries. The purpose of this study was to evaluate students' learning experiences in a Fundamental Nursing course adopting PBL during their second year at nursing school in Taiwan. A total of 96 students answered a structured questionnaire before and after studying four PBL cases the last eight weeks of this semester-long course. The questionnaire included items asking students to self-assess themselves in self-directed learning, discussion skills and group cooperation. The questionnaire also contained questions to obtain qualitative data from the students. Eighty-five students (88.5%) completed the pre-and post tests. The results of the posttest showed significantly higher levels of self-directed learning and group cooperation and higher satisfaction with both self and group performance. This study showed that PBL had a positive influence on learning attitudes and could be of reference for the extended implementation of PBL in nursing education in Taiwan.

關鍵字

問題導向學習法 ； 護理教育 ； 評值

並列摘要

Problem-based learning (PBL) has been adopted as an innovative model of learning in nursing education for many years in some western countries. The purpose of this study was to evaluate students' learning experiences in a Fundamental Nursing course adopting PBL during their second year at nursing school in Taiwan. A total of 96 students answered a structured questionnaire before and after studying four PBL cases the last eight weeks of this semester-long course. The questionnaire included items asking students to self-assess themselves in self-directed learning, discussion skills and group cooperation. The questionnaire also contained questions to obtain qualitative data from the students. Eighty-five students (88.5%) completed the pre-and post tests. The results of the posttest showed significantly higher levels of self-directed learning and group cooperation and higher satisfaction with both self and group performance. This study showed that PBL had a positive influence on learning attitudes and could be of reference for the extended implementation of PBL in nursing education in Taiwan.

並列關鍵字

problem-based learning PBL ； nursing education ； evaluation