Zadovoljstvo študentov zdravstvene nege s problemskim učenjem

Vida Gönc; Mateja Lorber; Jasmina Nerat

doi:10.14528/snr.2015.49.3.72

Avtorji

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, Žitna ulica 15, 2000 Maribor
Jasmina Nerat Univerza v Mariboru, Fakulteta za zdravstvene vede, Žitna ulica 15, 2000 Maribor

DOI:

https://doi.org/10.14528/snr.2015.49.3.72

Ključne besede:

problemsko zasnovan študij, učenje, evalvacija, zdravstvena nega

Povzetek

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

Podatki o prenosih še niso na voljo.

Metrike

Nalaganej metrik....

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, 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, Žitna ulica 15, 2000 Maribor

pred. Jasmina Nerat, viš. med.ses., univ. dipl. org.

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