Effects of S-PBL in Maternity Nursing Clinical Practicum on Learning Attitude, Metacognition, and Critical Thinking in Nursing Students: A Quasi-Experimental Design

Hae Kyoung Son
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Hae Kyoung Son: College of Nursing, Eulji University, Seongnam 13135, Korea

IJERPH, 2020, vol. 17, issue 21, 1-12

Abstract: Due to the coronavirus disease (COVID-19) pandemic, there are many restrictions in effect in clinical nursing practice. Since effective educational strategies are required to enhance nursing students’ competency in clinical practice, this study sought to evaluate the effectiveness of simulation problem-based learning (S-PBL). A quasi-experimental control group pretest-post-test design was used. Nursing students were allocated randomly to the control group ( n = 31) and the experimental group ( n = 47). Students in the control group participated in a traditional maternity clinical practicum for a week, while students in the experimental group participated S-PBL for a week. The students in the experimental group were trained in small groups using a childbirth patient simulator (Gaumard ® Noelle ® S554.100, Miami, USA) based on a standardized scenario related to obstetric care. The students’ learning attitude, metacognition, and critical thinking were then measured via a self-reported questionnaire. Compared with the control group, the pre-post difference in learning attitude and critical thinking increased significantly ( p < 0.01) in the experimental group. S-PBL was found to be an effective strategy for improving nursing students’ learning transfer. Thus, S-PBL that reflects various clinical situations is recommended to improve the training in maternal health nursing.

Keywords: nursing practicum; education; simulation; problem-based learning (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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