Effectiveness of a Problem-Based Learning Approach in Clinical Teaching of The Undergraduate Nursing Students: An Integrative Literature Review
Keywords:
problem-based learning, clinical teaching, nursing studentsAbstract
Aims: To explore the effectiveness of the PBL approach in the clinical teaching of undergraduate nursing students
Methods: An integrative literature review was used to evaluate the effectiveness of PBL in integrating theory and practice among nursing students in clinical practice. The review searched research articles published in English from 2013 to 2023. Medical Subject Headings (MeSH) guidelines were used to identify relevant search terms, which included PBL. Articles that met the inclusion criteria entailed research articles published in peer-reviewed journals, written in English and the population of undergraduate nursing students. A matrix was developed that outlined (1) characteristics of the study population and (2) challenges affecting the implementation and effectiveness of PBL in clinical teaching.
Results: The literature search revealed twenty-one (n=21) studies conducted in various countries. The studies highlighted positive experiences on the effectiveness of the PBL approach in the clinical teaching of undergraduate nursing students. Skills such as critical thinking, problem-solving, and patient diagnosis were attributed to using PBL in the simulation.
Conclusion: This paper contributes to the body of knowledge on the effectiveness of the PBL approach in the clinical teaching of undergraduate nursing students. It also contributes to the body of knowledge on PBL in nursing education, particularly in South Africa.
References
Ali, D.A.S., Shazly, M.M. & Saad, N.F. (2019). The effect of problem-based learning strategy on nursing student’s problem-solving abilities. Impact: International Journal of Research in Applied, Natural and Social Sciences, 7(6): 21-34.
Allert, C., Dellkvist, H., Hjelm, M. & Andersson, E.K. (2022). Nursing students' experiences applying problem‐based learning to train the core competence teamwork and collaboration: An interview study. Nursing Open, 9(1), 569-577.
Al-Najar, H., Khalil, A., Bakar, S. & Aziz, N. (2019). Problem-based learning (PBL) versus lecture-based learning (LBL): Effect on developing critical thinking, problem-solving and self-directive learning skills in nursing students. Journal of Nursing and Care, 8(3): 2-11.
Arrue , M., De Alegría, B.R., Zarandona, J. & Cillero, I.H. (2017). Effect of a PBL teaching method on learning about nursing care for patients with depression. Nurse Education Today, 52: 109-115. http://dx.doi.org/10.1016/j.nedt.2017.02.016
Badeau, K.A. (2010). Problem-based learning: An educational method for nurses in clinical practice. Journal for Nurses in Professional Development, 26(6), pp. 244-249.
Balshem, H., Helfand, M., Schunemann, H. J, et al. (2011). GRADE guidelines, rating the quality of evidence. Journal of Clinical Epidemiology, 64.
Baran, M. & Sozbilir, M. (2017). Applying context- and problem-based learning (c-pbl) into teaching thermodynamics. Research in Science Education, 48(3): 1-27. doi:10.1007/s11165-016-9583-1
Cecily, S.H.J. & Omoush, A. (2022). Efficacy of problem-based learning (PBL) over lecture method in enhancing the critical thinking skills and problem-solving ability among nursing students in KSA. International Journal of Educational Science and Research, 4(5): 1-8
Choi, E., Lindquist. R. & Song, Y. (2014). Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning. Nurse Education Today,34(1): 52-6.
D'Sa, J.L. & Bhaduri, A. (2013). Acceptability of a problem-based learning approach in a baccalaureate nursing program – A pilot study. International Journal of Nursing Education, 5(1):92.
Fung, J.T.C., Chan, S.L., Takemura, N., Chiu, H., Huang, H., Lee, J., Preechawong, S., Hyun, M.Y., Sun, M., Xia, W., Xiao, J. & Lin, C. (2023). Virtual simulation and problem-based learning enhance perceived clinical and cultural competence of nursing students in Asia: A randomized controlled cross-over study. Nurse Education Today, 123: 105721. https://doi.org/10.1016/j.nedt.2023.105721
Gabr, H., & Mohamed, N. (2011). Effect of problem-based learning on undergraduate nursing students enrolled in nursing administration course. International Journal of Academic Research, 3(1).
Hamdan, A.R., Kwan, C.L., Khan, A., Ghafar, M.N. & Sihes, A.J. (2014). Implementation of problem-based learning among nursing students. International Education Studies, 7(7): 136-42. https://doi.org/10.5539/ies.v7n7p136
Dehkordi, A.H. & Heydarnejad, M.S., 2008. The effects of problem-based learning and lecturing on the development of Iranian nursing students’ critical thinking. Pak J Med Sci, 24(5)
Huang, CY, & Wang, Y. (2020). Toward an integrative nursing curriculum: Combining team-based and problem-based learning with emergency-care scenario simulation. International Journal of Environmental Research and Public Health, 17(12): 4612. https://doi.org/10.3390/ijerph17124612
Hung, W., Jonassen, D.H. & Liu, R. (2019). Problem-based learning. In Handbook of research on educational communications and technology, 3(1), pp. 485-506.
Jamshidi, H., Maslakpak, M.H. & Parizad, N. (2021). Does problem-based learning education improve knowledge, attitude, and perception toward patient safety among nursing students? A randomized controlled trial. BMC Nursing, 20: 70. https://doi.org/10.1186/s12912-021-00588-1
Keshk, L.I., Qalawa, S.A.H. & El-Azim, S.A. (2016). Efficiency of problem based learning course at college of nursing in Egypt and KSA: Comparative study. American Journal of Educational Research, 4(6): 450-458. doi:10.12691/education-4-6-3
Khatiban, M. & San, G. (2014). The effects of using problem-based learning in the clinical nursing education on the students' outcomes in Iran: A quasi-experimental study. Nurse Education in Practice. http://dx.doi.org/10.1016/j.nepr.2014.10.002
Kousar, R. & Afzal, M. (2021). The effects of problem-based learning on critical thinking and problem-solving skills among midwifery students. Pakistan Journal of Medical & Health Sciences, 15(4): 722-725.
Ku, T. K., & Ha, M. (2016). The application of problem-based learning in undergraduate nursing education: A strategy for curriculum reform. Journal of Biosciences and Medicines, 4(6), 52-59.
L'Ecuyer, K.M., Pole, D. & Leander, S.A. (2015). The use of PBL in an interprofessional education course for health care professional students. Interdisciplinary Journal of Problem-Based Learning, 9(1). https://doi.org/10.7771/1541-5015.1497
Lee, J. & Son, H.K. (2021). Comparison of learning transfer using simulation problem-based learning and demonstration: An application of Papanicolaou Smear. International Journal of Environmental Research and Public Health, 18: 1765. https://doi.org/10.3390/ijerph 18041765
Lu, Y., Lee, S., Hsu, M., Shih, F., Yen, W., Huang, C., Li, P., Hung, C., Chuang, H. & Kuo, C. (2022). Effects of problem-based learning strategies on undergraduate nursing students’ self-evaluation of their core competencies: A longitudinal cohort study. International Journal of Environmental Research and Public Health, 19, 15825. https://doi.org/10.3390/ ijerph192315825
Maginnis, C. & Croxon, L. (2010). Transfer of learning to the nursing clinical practice setting. Rural and Remote Health, 10(2): 1313-1320.
Marken, P.A., Zimmerman, C., Kennedy, C., Schremmer, R. & Smith, K.V. (2010). Human simulators and standardized patients to teach difficult conversations to interprofessional health care teams. American Journal of Pharmaceutical Education, 74(7).
Moradi, T. & Taghadosi, M. (2016). The effect of problem-based learning clinical education on nursing student's critical thinking. Future of Medical Education Journal, 6(3): 20-25.
Othman, S.Y. & Shalaby, S.A. (2014). Students’ perception and acceptance of problem-based learning approach in critical care nursing practice. Scientific Co-operations International Workshops on Medical Topics, Ankara-TURKEY, 52-67.
Penjvini, S. & Shahsawari S.(2021). Comparing problem based learning with lecture based learning on medicine giving skill to newborn in nursing students. Journal of Nursing Education and Practice, 3(9): 53-59, http://dx.doi.org/10.5430/jnep.v3n9p53
Roh, R.S., Kim, S.S. & Kim, S.H. (2013). Effects of an integrated problem-based learning and simulation course for nursing students. Nursing and Health Sciences, 16: 91-96. http// doi: 10.1111/nhs.12069
Sahota, S. (2020). Using problem-based learning to improve patient safety in the emergency department. Emergency Nurse, 28(2): 3-42. https://doi.org/1 0.7748/en.2020.e1958.
Sangestani, G. & Khatiban, M. (2013). Comparison of problem-based learning and lecture-based learning in midwifery. Nurse Education Today, 33(8): 791-795. doi:10.1016/j.nedt.2012.03.010
Sohn, M., Ahn, Y., Lee, M., Park, H. & Kang, N. (2013). The problem-based learning integrated with simulation to improve nursing students’ self-efficacy. Open Journal of Nursing, 3: 95-100. http://dx.doi.org/10.4236/ojn.2013.31012
Son, H.K. (2020). Effects of S-PBL in maternity nursing clinical practicum on learning attitude, metacognition, and critical thinking in nursing students: A quasi-experimental design. International Journal of Environmental Research and Public Health, 17: 7866. doi:10.3390/ijerph17217866
Søndergaard, B.D. (2016). The principles and practices of problem and project-based learning (PBL) at Aalborg University. PowerPoint presentation in Didaktik-Forum, Brandenburg. https://vsl.thbrandenburg.de/fileadmin/user_upload/allgemein/bilder/Vielfalt/ Didaktikforum/2-Dahls_Keynote1-PBL-at-AAU.pdf
Svensson, J., Axén, A., Andersson, E.K. & Hjelm, M. (2021). Nursing students' experiences of what influences the achievement of learning outcomes in a problem-based learning context: A qualitative descriptive study. Nursing Open, 8: 1863-1869. https://doi.org/10.1002/nop2.842
Thabet, M., Taha, EELS, Abood, S.A. & Morsy, S. (2017). The effect of problem-based learning on nursing students’ decision-making skills and styles. Journal of Nursing Education and Practice, 7(6): 108-116.
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): e41-e46.
Whittemore, R., & Knafl, K. (2005). The integrative review: updated methodology. Journal of Advanced Nursing, 52(5), 546-553. https://doi.org/10.1111/j.1365-2648.2005.03621.x
Xing, C., Zhou, Y., Li, M., Wu, Q., Zhou, Q., Wang, Q. & Liu, X. (2021). The effects of CPBL+ SBAR teaching mode among the nursing students. Nurse Education Today, 100: 104828. https://doi.org/10.1016/j.nedt.2021.104828
Yadav, R.L., Piryani, R.M., Deo, G.P., Shah, D.K., Yadav, L.K. & Islam, M.N. (2018). Attitude and perception of undergraduate medical students toward problem-based learning in Chitwan Medical College, Nepal. Advances in Medical Education and Practice, 4(9): 317-322. doi:10.2147/AMEP.S160814
Yew, E.H. & Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health Professions Education, 2(2): 75-9.
Yuan, H.B., Williams, B.A., Yin, L., Liu, M., Fang, J.B. & Pang, D. (2011). Nursing students’ views on the effectiveness of problem-based learning. Nurse Education Today, 31(6): 577-581.
Zhang, W. (2014). Problem-based learning in nursing education. Advances in Nursing, Hindawi Publishing Corporation Advances in Nursing Volume 2014, Article ID 125707, 5 pages http://dx.doi.org/10.1155/2014/125707
Additional Files
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).