Zadovoljstvo študentov zdravstvene nege s problemskim učenjem
DOI:
https://doi.org/10.14528/snr.2015.49.3.72Ključne besede:
problemsko zasnovan študij, učenje, evalvacija, zdravstvena negaPovzetek
Uvod: Problemsko učenje predstavlja premik v izobraževalni paradigmi, saj predstavlja na posameznika usmerjeno učenje, ki spodbuja razvijanje samostojnosti, znanj, spretnosti in lastnosti, potrebnih za delovanje v zdravstveni negi. Namen raziskave je bil ugotoviti zadovoljstvo študentov rednega in izrednega študija zdravstvene nege s problemskim učenjem. 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 zadovoljstvo študentov s problemskim učenjem, so bile zelo visoke (> 4 od 5). Glede na način študija zdravstvene nege (t = –0,818, p = 0,414) in spol (t = –0,002, p = 0,998) ne prihaja do razlik v oceni glede zadovoljstva s problemskim učenjem, vendar se je pokazal pozitiven vpliv delovnih izkušenj pri študentih izrednega študija, zaposlenih v zdravstvu. Ugotovljena je bila povezanost med starostjo študentov in zadovoljstvom s problemskim učenjem (r = 0,198, p = 0,006). Diskusija in zaključek: Raziskava pokaže, da problemsko učenje pri študentih zdravstvene nege izboljšuje motivacijo za delo ter spodbuja tako samostojen študij kot delo v skupinah. Nadaljnje raziskave bi bilo potrebno usmeriti na problemsko učenje v klinični praksi in aplikacijo teoretičnih znanj v klinično okolje.Prenosi
Metrike
Literatura
Altun, I., 2003. The perceived problem solving ability and values of student nurses and midwies. Nurse Education Today, 23(8), pp. 575–584. http://dx.doi.org/10.1016/S0260-6917(03)00096-0
PMid:14554111
Barron, C., Lambert, V., Conlon, J. & Harrington, T., 2008. »The Child's World«: a creative and visual trigger to stimulate student enquiry in a problem based learning module. Nurse Education Today, 28(8), pp. 962–969. http://dx.doi.org/10.1016/j.nedt.2008.05.017 PMid:18656287
Billings, D.M. & Halstead, J.A. eds., 2009. Teaching in nursing: a guide for faculty. 3rd ed. St. Louis: Saunders/Elsevier, pp. 252–253.
Cant, R.P. & Cooper, S.J., 2010. Simulation-based learning in nurse education: systematic review. Journal of Advanced Nursing, 66(1), pp. 3–15. http://dx.doi.org/10.1111/j.1365-2648.2009.05240.x
PMid:20423432
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
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 Enfermagen, 12(4), pp. 601–606.
Cooke, M. &Moyle, K., 2002. Students' evaluation of problem-based learning. Nurse Education Today, 22(4), pp. 330–339. http://dx.doi.org/10.1054/nedt.2001.0713 PMid:12030754
Das Carlo, M., Swadi, H. &Mpofu, D., 2003. Medical student perceptions of factor saffecting productivity of problem-based learning tutorial groups: does culture influence the out come? Teaching and Learning in Medicine, 15(1), pp. 59–64. http://dx.doi.org/10.1207/S15328015TLM1501_11 PMid:12632710
DeYoung, S., 2009. Teaching Strategies for Nurse Educators. 2nd ed. New Jersey: Prentice Hall, pp. 151–155.
Dolmans, D.H. & Schmidt, H.G., 2006. What do we know about cognitive and motivational effects of small group tutorials in problem-based learning? Advances in Health Sciences Education: Theory and Practice, 11(4), pp, 321–336. PMid:16953462
Durham, C.O., Fowler, T. & Kennedy, S., 2014. Teaching dual-process diagnostic reasoning to doctor of nursing practice students: problem-based learning and the illness script. Journal of Nursing Education, 53(11), pp. 646–650. http://dx.doi.org/10.3928/01484834-20141023-05 PMid:25350904
Etheridge, S.A., 2007. Learning to think like a nurse: stories from new nurse graduates. The Journal of Continuing Education in Nursing, 38(1), pp. 24–30. http://dx.doi.org/10.3928/00220124-20070101-05PMid:17269436
Hmelo-Silver, C.E., 2004. Problem-based learning. What and how do students learn? Education Psychology Reviews, 16(3), pp. 235–-266. http://dx.doi.org/10.1023/B:EDPR.0000034022.16470.f3
Hung, W., 2008. Enhancing systems-thinking skills with modeling. British Journal of Educational Technology, 39(6), pp. 1099–1120.
http://dx.doi.org/10.1111/j.1467-8535.2007.00791.x
Kilroy, D.A., 2004. Problem based learning. Emergency Medicine Journal, 21(4), pp. 411–413. http://dx.doi.org/10.1136/emj.2003.012435 PMid:15208220; PMCid:PMC1726366
Koh, G.C., Khoo, H.E., Wong, M.L. &Koh. D., 2008. The effects of problem-based learning during medical school on physician competency: a systematic review. Canadian Medical Association Journal, 178(1), pp. 34–41.http://dx.doi.org/10.1503/cmaj.070565 PMid:18166729; PMCid:PMC2151117
Kong, L.N., Qin, B., Zhou, Y.Q., Mou, S.Y. &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
Lobb, D.K. & Butler, R., 2009. Problem-based learning in a Canadian midwifery programme. British Journal of Midwifery, 17(1), pp. 45–47. http://dx.doi.org/10.12968/bjom.2009.17.1.37672
Luh, S.P., Yu, M.N., Lin, Y.R., Chou, M.J., Chou, M.C. & Chen, J.Y., 2007. A study on the personal traits and knowledge base of Taiwanese medical students following problem-based learning instructions. Annals Academy of Medicine Singapore, 36(9), pp. 743–750. PMid:17925982
Martyn, J., Terwijn, R., Kek, M.Y. & Huijser, H., 2014. Exploring the relationships between teaching, approaches to learning and criticalt hinking in a problem-based learning foundation nursingc ourse. 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 Sayed, A.Z.E. & 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
Onyon, C., 2012. Problem-based learning: a review of the educational and psychological theory. Clinical Teacher, 9(1), pp. 22–26. http://dx.doi.org/10.1111/j.1743-498X.2011.00501.x
PMid:22225888
Postholm, M.B., 2008. Group work as a learning situation: a qualitative study in a university classroom. Teachers and Teaching: Theory and Practice, 14(2), pp. 143–155. http://dx.doi.org/10.1080/13540600801965978
Prosser, M., 2004. A student learning perspective on teaching and learning, with implications for Problem-based learning. European Journal of Dental Education, 8(2), pp. 51–58. http://dx.doi.org/10.1111/j.1600-0579.2003.00336.x PMid:15059080
Schmidt, H.G., Vermeulen, L. & van der Molen, H.T., 2006. Longterm effects of problem-based learning: a comparison of competencies acquired by graduates of a problem-based and a conventional medical school. Medical Education, 40(6), pp. 562–567. http://dx.doi.org/10.1111/j.1365-2929.2006.02483.x PMid:16700772
Seren, S. & Ustun, B., 2008.Conflict resolution skills of nursing students in problem-based compared to conventional curricula. Nurse Education Today, 28(4), pp. 393-400. http://dx.doi.org/10.1016/j.nedt.2007.07.005 PMid:17826872
Shuler, C.F., 2012.Comparisons in basic science learning outcomes betwen 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. London: Springer, pp. 35–46. http://dx.doi.org/10.1007/978-94-007-2515-7_3
Singaram, V.S., Dolmans, D.H., Lachman, N. & van der Vleuten, C.P., 2008. Perceptions of problem-based learning (PBL) group effectiveness in a socially-culturally diverse medical student population. Education for Health (Abingdon), 21(2), pp. 116. PMid:19039743
Skinder Savič, K. & Kaučič, B.M., 2010. Evalvacija kabinetnih vaj pri predmetu zdravstvena nega otroka in mladostnika s strani študentov Visoke šole za zdravstveno nego Jesenice. Obzornik zdravstvene nege, 44(4), pp. 231–237.
Thiekötter, A., 2009. Changing tasks for nurses in everyday practice: what type of education and research do we need? In: Skela-Savič, B., et al. eds. Novi trendi v sodobni Zdravstveni negi – razvijanje raziskovanja, izobraževanja in multisektorskega partnerskega sodelovanja: zbornik predavanj z recenzijo. 2. Mednarodna znanstvena konferenca s področja raziskovanja v Zdravstveni negi in zdravstvu, Ljubljana, 17. in 18. september 2009. Jesenice: Visoka šola za zdravstveno nego, pp. 114–121.
Tiwari, A., Chan, S., Wong, E., Wong, E., Chui, C. & Patil, N., 2006.The effect of problem-based learning on students' approaches to learning in the context of clinical nursing education. Nurse Education Today, 26(5), pp. 430–438. http://dx.doi.org/10.1016/j.nedt.2005.12.001 PMid:16442672
Tseng, H.C., Chou, F.H., Wang, H.H., Ko, H.K., Jian, S.Y. & Weng, W.C., 2011.The effectiveness of problem-based learning and concept mapping among Taiwanese registered nursing students. Nurse Education Today, 31 (8), pp. e41–e46. http://dx.doi.org/10.1016/j.nedt.2010.11.020 PMid:21159411
Visschers-Pleijers, A.J., Dolmans, D.H., Wolfhagen, I.H. & van der Vleuten, C.P., 2005. Development and validation of a questionnaire to identify learning-oriented group interactions in PBL. Medical Teacher, 27(4), pp. 375–381. http://dx.doi.org/10.1080/01421590500046395 PMid:16024424
Wang, J.J., Lo, C.H.K. & Ku, Y.L., 2004. Problem solving strategies integrated into nursing process to promote clinical problem solving abilities of RN-BSN students. Nurse Education Today, 24(8), 589–595. http://dx.doi.org/10.1016/j.nedt.2004.07.004 PMid:15519441
Wood, D.F., 2008. Problem based learning. British Medical Journal, 336(7651), p. 971. http://dx.doi.org/10.1136/bmj.39546.716053.80 PMid:18456594; PMCid:PMC2364811
Yew, E.H. & Schmidt, H.G., 2009.Evidence for constructive, self-regulatory, and collaborative processes in problem-based learning. Advances in Health Sciences Education: Theory and Practice, 4(2), pp. 251–273. http://dx.doi.org/10.1007/s10459-008-9105-7 PMid:18306051
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
Yuan, H.B., Williams, B.A., Yin, L., Liu, M., Fang, J. & Pang, D., 2011.Nursing students' views on the effectiveness of problem-based learning. Nurse Education Today, 31(6), pp. 577–581. http://dx.doi.org/10.1016/j.nedt.2010.10.009 PMid:21036431
Prenosi
Objavljeno
Kako citirati
Številka
Rubrike
Licenca
Na Obzornik zdravstvene nege, Ob železnici 30A, 1000 Ljubljana, prenašam naslednje materialne avtorske pravice: pravico reproduciranja v neomejeni količini, in sicer v vseh poznanih oblikah reproduciranja, kar obsega tudi pravico shranitve in reproduciranja v kakršnikoli elektronski obliki (23. čl. Zakona o avtorski in sorodnih pravicah – v nadaljevanju ZASP); pravico distribuiranja (24. čl. ZASP); pravico dajanja na voljo javnosti vključno z dajanjem na voljo javnosti prek svetovnega spleta oz. računalniške mreže (32.a čl. ZASP); pravico predelave, zlasti za namen prevoda (33. čl. ZASP). Prenos pravic velja za članek v celoti (vključno s slikami, razpredelnicami in morebitnimi prilogami). Prenos je izključen ter prostorsko in časovno neomejen.