Kakovost problemov, obravnavanih pri problemskem učenju: ocena študentov zdravstvene nege

  • Vida Gönc Univerza v Mariboru, Fakulteta za zdravstvene vede, Katedra za zdravstveno nego, Žitna ulica 15, 2000 Maribor
  • Mateja Lorber Univerza v Mariboru, Fakulteta za zdravstvene vede, Katedra za zdravstveno nego, Žitna ulica 15, 2000 Maribor
  • Jasmina Nerat Univerza v Mariboru, Fakulteta za zdravstvene vede, Katedra za zdravstveno nego, Žitna ulica 15, 2000 Maribor
Ključne besede: evalvacija, zdravstvena nega, problemi, študenti

Povzetek

Uvod: Z vpeljavo problemskega učenja se je spremenil kontekst učenja. Z uporabo kakovostnih problemov v okviru problemskega učenja se spodbuja kritično mišljenje, skupinske interakcije, uporaba teorije v praksi. Namen raziskave je bil ugotoviti oceno študentov zdravstvene nege glede kakovosti problemov, obravnavanih v okviru problemskega učenja. Metode: Uporabljeno je bilo kvantitativno neeksperimentalno raziskovanje, podatki so bili zbrani s tehniko anketiranja. V raziskavi je sodelovalo 196 študentov zdravstvene nege. Za obdelavo podatkov je bila uporabljena deskriptivna statistika, t-test in korelacijska analiza. Statistično značilnost smo preverjali na ravni 5% tveganja. Rezultati: Povprečne ocene vseh trditev, ki so se nanašale na oceno kakovosti problemov, obravnavanih v okviru problemskega učenja, so bile visoke ( > 4 od 5). Glede na način študija zdravstvene nege (redni, izredni študij) (t = –1,333, p = 0,558) in spol (t = 0,236, p = 0,354) ne prihaja do razlik v oceni kakovosti obravnavanih problemov. Ugotovljene so bile razlike v oceni kakovosti obravnavanih problemov glede na zaposlenost v zdravstvu (t = 2,109, p = 0,04) ter pozitivna šibka povezanost (r = 0,190, p = 0,002) med starostjo in oceno kakovosti obravnavanih problemov. Diskusija in zaključek: Raziskava pokaže visoko oceno kakovosti problemov, obravnavanih v okviru problemskega učenja, s čimer se pri študentih spodbuja samousmerjeno učenje, povečuje zanimanje za učno enoto in izboljšujejo motivacija za delo, komunikacijske spretnosti ter kritično razmišljanje. Nadaljnje raziskave bi bilo smiselno usmeriti v spremljanje vpliva problemskega učenja na učne izide ter uvedbo problemskega učenja v vse učne enote v okviru študija zdravstvene nege.

Prenosi

Podatki o prenosih še niso na voljo.

Biografije avtorja

Vida Gönc, Univerza v Mariboru, Fakulteta za zdravstvene vede, Katedra za zdravstveno nego, Žitna ulica 15, 2000 Maribor
viš. pred. mag. Vida Gönc, viš. med. ses., univ. dipl. org.
Mateja Lorber, Univerza v Mariboru, Fakulteta za zdravstvene vede, Katedra za zdravstveno nego, Žitna ulica 15, 2000 Maribor
viš. pred. dr. Mateja Lorber, viš. med. ses., univ. dipl. org.
Jasmina Nerat, Univerza v Mariboru, Fakulteta za zdravstvene vede, Katedra za zdravstveno nego, Žitna ulica 15, 2000 Maribor
pred. Jasmina Nerat, viš. med. ses., univ. dipl. org.

Literatura

Al Kloub, M.I., Salameh, T.N. & Froelicher, E.S., 2014. Nursing students evaluation of problem based learning and the impact of culture on the learning process and outcomes: a pilot project. Nurse Education in Practice, 14(2), pp. 142–147. http://dx.doi.org/10.1016/j.nepr.2013.06.013 PMid:23871300

AlHaqwi, A.I., 2014. Learning outcomes and tutoring in problem-based learning: how do undergraduate medical students perceive them? International Journal of Health Sciences, 8(2), pp. 125–132. http://dx.doi.org/10.12816/0006078 PMid:25246879; PMCid:PMC4166984

Azer, S.A., 2007. Twelve tips for creating trigger images for problembased learning cases. Medical Teacher, 29(2-3), pp. 93–97. http://dx.doi.org/10.1080/01421590701291444 PMid:17701617

Azer, S.A., 2009. Interactions between students and tutors in problem based learning: the significance of deep learning. The Kaohsiung Journal of Medical Sciences, 25(5), pp. 240–249. http://dx.doi.org/10.1016/S1607-551X(09)70068-3 PMid:19502144

Azizi-Fini, I., Hajibagheri, A. & Adib-Hajbaghery, M., 2015. Critical thinking skills in nursing students: a comparison between freshmen and senior students. Nursing and Midwifery Studies, 4(1), p. e25721. http://dx.doi.org/10.17795/nmsjournal25721 PMid:25830160; PMCid:PMC4377532

Borglin, G., 2012. Promoting critical thinking and academic writing skills in nurse education. Nurse Education Today, 32(5), pp. 611–613. http://dx.doi.org/10.1016/j.nedt.2011.06.009 PMid:21807442

Brandon, A.F. & All, A.C., 2010. Constructivism theory analysis and application to curricula. Nursing Education Perspectives, 31(2), pp. 89–92. PMid:20455364

Chan, L.C., 2008. The role of a PBL tutor: a personal perspective. The Kaohsiung Journal of Medical Sciences, 24(Suppl 3), pp: S34–S38. http://dx.doi.org/10.1016/S1607-551X(08)70092-5

Cheng, C.Y., Liou, S.R., Tsai, H.M. & Chang, C.H., 2014. The effects of team-based learning on learning behaviors in the maternal-child nursing course. Nurse Education Today, 34(1), pp. 25–30. http://dx.doi.org/10.1016/j.nedt.2013.03.013 PMid:23618848

Chikotas, N.E., 2009. Problem-based learning and clinical practice: the nurse practitioners' perspective. Nurse Education in Practice, 9(6), pp. 393–397. http://dx.doi.org/10.1016/j.nepr.2009.01.010 PMid:19233724

Choi, E., Lindquist, R. & Song, Y., 2014. Effects of problembased learning vs. traditional lecture on Korean nursing students critical thinking, problem-solving, and self-directed learning. Nurse Education Today, 34(1), pp. 52–56. http://dx.doi.org/10.1016/j.nedt.2013.02.012 PMid:23535270

Çinar, N., Sözeri, C., Şahin, S., Cevahir, R. & Say, M., 2010. Problem solving skills of the nursing and midwifery students and influential factors. Revista Eletrônica de Enfermagem, 12(4), pp. 601–606. http://dx.doi.org/10.5216/ree.v12i4.8328

Dillard, N. & Siktberg, L., 2009. Curriculum development: an overview. In: Billings, D.M. & Halstead, J.A. eds. Teaching in nursing: a guide for faculty. 3rd ed. St. Louis: Saunders Elsevier, pp. 75–91.

Giddens, J.F. & Brady, D.P., 2007. Rescuing nursing education from content saturation: the case for a concept-based curriculum. Journal of Nursing Education, 46(2), pp. 65–69. PMid:17315564

Giddens, J.F., Wright, M. & Gray, I., 2012. Selecting concepts for a concept-based curriculum: application of a benchmark approach. Journal of Nursing Education, 51(9), pp. 511–515. http://dx.doi.org/10.3928/01484834-20120730-02 PMid:22849765

Hardin, P.K. & Richardson, S.J., 2012. Teaching the concept curricula: theory and method. Journal of Nursing Education, 51(3), pp. 155–159. http://dx.doi.org/10.3928/01484834-20120127-01 PMid:22283151

Hendricson, W.D., Andrieu, S.C., Chadwick, G., Chmar, J.E., Cole, J.R., George, M.C., et al., 2006. Educational strategies associated with development of problem-solving, critical thinking, and self-directed learning. Journal of Dental Education, 70(9), pp. 925–936. PMid:16954414

Hmelo Silver, C.E. & Barrows, H., 2006. Goals and strategies of a problem-based learning facilitator. Interdisciplinary Journal of Problem-Based Learning, 1(1), pp. 21–39. http://dx.doi.org/10.7771/1541-5015.1004

Hmelo Silver, C.E. & Barrows, H.S., 2008. Facilitating collaborative knowledge building. Cognition and Instruction, 26(1), pp. 48–94. http://dx.doi.org/10.1080/07370000701798495

Hmelo Silver, C.E. & Barrows, H.S., 2015. Problem-based learning: goals for learning and strategies for facilitating. In: Walker, A., Leary, H., Hmelo Silver, C.E. & Ertmer A. eds. Essential readings in problem-based learning. West Lafayete, Indiana: Purdue University press.

Hmelo Silver, C.E. & Eberbach, C., 2012. Learning theories and problem-based learning. In: Bridges, S., McGrath, C. & Whitehill, T. eds. Problem-based learning in clinical education: the next generation. New York: Springer, pp. 3–17. http://dx.doi.org/10.1007/978-94-007-2515-7_1

Hwang, S.Y. & Kim, M.J., 2006. A comparison of problem-based learning and lecture-based learning in an adult health nursing course. Nurse Education Today, 26(4), pp. 315–321. http://dx.doi.org/10.1016/j.nedt.2005.11.002 PMid:16364510

Jones, M., 2008. Developing clinically savvy nursing students: an evaluation of problem-based learning in an associate degree program. Nursing Education Perspectives, 29(5), pp. 278–283. PMid:18834057

Kapur, M. & Kinzer, C.K., 2007. Examining the effect of problem type in a synchronous computer-supported collaborative learning (CSCL) environment. Educational Technology Research and Development, 55(5), pp. 439–459. http://dx.doi.org/10.1007/s11423-007-9045-6

Kim, S., Phillips, W.R., Pinsky, L., Brock, D., Phillips, K. & Keary, J., 2006. A conceptual framework for developing teaching cases: a review and synthesis of the literature across disciplines. Medical Education, 40(9), pp. 867–876. http://dx.doi.org/10.1111/j.1365-2929.2006.02544.x PMid:16925637

Kong, L.N., Qin, B., Zhou, Y., Mou, S. & Gao, H.M., 2014. The effectiveness of problem-based learning on development of nursing students' critical thinking: a systematic review and meta-analysis. International Journal of Nursing Studies, 51(3), pp. 458–469. http://dx.doi.org/10.1016/j.ijnurstu.2013.06.009 PMid:23850065

Lekalakala Mokgele, E., 2010. Facilitation in problem-based learning: experiencing the locus of control. Nurse Education Today, 30(7), pp. 638–642. http://dx.doi.org/10.1016/j.nedt.2009.12.017 PMid:20089334

Loyens, S.M.M., 2014. New approaches to problem-based learning: revitalizing your practice in higher education. Interdisciplinary Journal of Problem-Based Learning, 8(1), pp. 85–87. http://dx.doi.org/10.7771/1541-5015.1519

Loyens, S.M.M., Kirschner, P. & Paas, F., 2012. Problem-based learning. In: Graham, S., Bus, A., Major, S. & Swanson, L. eds. APA educational psychology handbook, application to learning and teaching. Vol. 3. Washington: American Psychological Association, pp. 403–425. http://dx.doi.org/10.1037/13275-016

Lu, J., Lajoie, S.P. & Wiseman, J., 2010. Scaffolding problembased learning with CSCL tools. International Journal of Computer Supported Collaborative Learning, 5(3), pp. 283–298. http://dx.doi.org/10.1007/s11412-010-9092-6

Martyn, J., Terwijn, R., Kek, M.Y. & Huijser, H., 2014. Exploring the relationships between teaching, approaches to learning and critical thinking in a problem-based learning foundation nursing course. Nurse Education Today, 34(5), pp. 829–835. http://dx.doi.org/10.1016/j.nedt.2013.04.023 PMid:23706962

Munshi, F.M., El Zayat, E.S.A. & Dolmans, D.H., 2008. Development and utility of a questionnaire to evaluate the quality of PBL problems. South East Asian Journal of Medical Education, 2(2), pp. 32–40.

Niemer, L., Pfendt, K. & Gers, M., 2010. Problem-based learning in nursing education: a process for scenario development. Nurse Educator, 35(2), pp. 69–73. http://dx.doi.org/10.1097/NNE.0b013e3181ced891 PMid:20173591

Otting, H. & Zwaal, R., 2006. Critical task characteristics in problem-based learning. Industry & Higher Education, 20(5), pp. 347–357. http://dx.doi.org/10.5367/000000006778702283

Ozturk, C., Muslu, G.K. & Dicle, A., 2008. A comparison of problem-based and traditional education on nursing students' critical thinking. Nurse Education Today, 28(5), pp. 627–632. http://dx.doi.org/10.1016/j.nedt.2007.10.001 PMid:18054412

Paul, S.A., 2012. Assessment of critical thinking: a Delphi study. Nurse Education Today, 34(11), pp. 1357–1360. http://dx.doi.org/10.1016/j.nedt.2014.03.008 PMid:24713126

Pitt, V., Powis, D., Levett Jones, T. & Hunter, S., 2015. The influence of critical thinking skills on performance and progression in a pre-registration nursing program. Nurse Education Today, 35(1), pp. 125–131. http://dx.doi.org/10.1016/j.nedt.2014.08.006 PMid:25194469

Rogal, S.M. & Snider, P.D., 2008. Rethinking the lecture: the application of problem based learning methods to atypical contexts. Nurse Education in Practice, 8(3), pp. 213–219. http://dx.doi.org/10.1016/j.nepr.2007.09.001 PMid:17950670

Rotgans, J.I. & Schmidt, H.G., 2011. Situational interest and academic achievement in the active-learning classroom. Learning and Instruction, 21(1), pp. 58–67. http://dx.doi.org/10.1016/j.learninstruc.2009.11.001

Rotgans, J.I. & Schmidt, H.G., 2014. Situational interest and learning: thirst for knowledge. Learning and Instruction, 32, pp. 37–50. http://dx.doi.org/10.1016/j.learninstruc.2014.01.002

Sangestani, G. & Mahnaz, K., 2013. Comparison of problembased learning and lecture-based learning in midwifery. Nurse Education Today, 33(8), pp. 791–795. http://dx.doi.org/10.1016/j.nedt.2012.03.010 PMid:22503681

Schmidt, H.G., Loyens, S.M.M., van Gog, T. & Paas, F., 2007. Problem-based learning is compatible with human cognitive architecture: commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), pp. 91–97. http://dx.doi.org/10.1080/00461520701263350

Schmidt, H.G., van der Molen, H.T., te Winkel, W.W.R. & Wijnen, W.H.F.W., 2009. Constructivist, problem-based learning does work: a meta-analysis of curricular comparisons involving a single medical school. Educational Psychologist, 44(4), pp. 227–249. http://dx.doi.org/10.1080/00461520903213592

Shuler, C.F., 2012. Comparisons in basic science learning outcomes between students in PBL and traditional dental curricula at the same dental school. In: Bridges, S., Colman McGrath, T. & Whitehill, L. eds. Problem-based learning in clinical education: the next generation. New York: Springer, pp. 35–46. http://dx.doi.org/10.1007/978-94-007-2515-7_3

Thammasitboon, K., Sukotjo, C., Howell, H. & Karimbux, N., 2007. Problem-based learning at the Harvard school of dental medicine: self-assessment of performance in postdoctoral training. Journal of Dental Education, 71(8), pp. 1080–1089. PMid:17687090

Tiwari, A., Ali, P., So, M. & Yuen, K., 2006. A comparison of the effects of problem-based learning and lecturing on the development of students' critical thinking. Medical Education, 40(6), pp. 547–554. http://dx.doi.org/10.1111/j.1365-2929.2006.02481.x PMid:16700770

Walker, A.E. & Leary, H., 2009. A problem based learning meta analysis: differences across problem types, implementation types, disciplines, and assessment levels. Interdisciplinary Journal of Problem-Based Learning, 3(1), pp. 12–43. http://dx.doi.org/10.7771/1541-5015.1061

Yuan, H., Williams, B.A. & Fan, L., 2008. A systematic review of selected evidence on developing nursing students' critical thinking through problem-based learning. Nurse Education Today, 28(6), pp. 657–663. http://dx.doi.org/10.1016/j.nedt.2007.12.006 PMid:18267348

Objavljeno
2016-09-27
Kako citirati
Gönc, V., Lorber, M. in Nerat, J. (2016) „Kakovost problemov, obravnavanih pri problemskem učenju: ocena študentov zdravstvene neg“e, Obzornik zdravstvene nege, 50(3). doi: 10.14528/snr.2016.50.3.113.
Rubrike
Izvirni znanstveni članek

Najbolj brani prispevki istega avtorja(jev)