Effects of Problem-Based Learning Strategies on Undergraduate Nursing Students’ Self-Evaluation of Their Core Competencies: A Longitudinal Cohort Study

Yen-Chiao Angel Lu, Shu-Hsin Lee, Ming-Yi Hsu, Fen-Fen Shih, Wen-Jiuan Yen, Cheng-Yi Huang, Pei-Ching Li, Ching-Yen Hung, Hsiao-Ling Chuang () and Ching-Pyng Kuo ()
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Yen-Chiao Angel Lu: Department of Nursing, Chung Shan Medical University, Taichung 40201, Taiwan
Shu-Hsin Lee: Department of Nursing, Chung Shan Medical University, Taichung 40201, Taiwan
Ming-Yi Hsu: Department of Nursing, Chung Shan Medical University, Taichung 40201, Taiwan
Fen-Fen Shih: Department of Nursing, Chung Shan Medical University, Taichung 40201, Taiwan
Wen-Jiuan Yen: Department of Nursing, Chung Shan Medical University, Taichung 40201, Taiwan
Cheng-Yi Huang: Department of Nursing, Chung Shan Medical University, Taichung 40201, Taiwan
Pei-Ching Li: Department of Nursing, Chung Shan Medical University, Taichung 40201, Taiwan
Ching-Yen Hung: Department of Nursing, Chung Shan Medical University, Taichung 40201, Taiwan
Hsiao-Ling Chuang: Department of Nursing, Chung Shan Medical University, Taichung 40201, Taiwan
Ching-Pyng Kuo: Department of Nursing, Chung Shan Medical University, Taichung 40201, Taiwan

IJERPH, 2022, vol. 19, issue 23, 1-11

Abstract: To respond to patients’ increasing demands and strengthen nursing professionals’ capabilities, nursing students are expected to develop problem-solving skills before they enter the workforce. Problem-based learning (PBL) is expected to provide effective simulation scenarios and realistic clinical conditions to help students achieve those learning goals. This article aims to explore the effects of PBL strategies on nursing students’ self-evaluation of core competencies. This longitudinal cohort survey study evaluated 322 nursing students attending Chung Shan Medical University, Taiwan, in 2013 and 2014, where PBL teaching strategies are used in all four undergraduate years from freshman to senior. Based on their undergraduate academic levels, students were categorized into three groups- one-year PBL exposure, two-year PBL exposure, and three-year exposure. A core competency questionnaire was administered twice to ask participants to self-assess five professional competencies: learning attitude, problem identification, information analysis, execution, and life-long learning. The results showed that students with the longest exposure to PBL (Group 3) had higher self-evaluated scores for all core competencies than the other groups, except for the execution competency. The mean total competency score increased by 0.12 points between the pre-and-test. In addition, the mean score increased significantly more in Group 3 than in Groups 1 and 2. These trends were consistent for the information analysis, execution, and life-long learning competencies. In conclusion, the changes in the self-evaluated scores between groups indicate PBL strategies effectively improve nursing students’ core competencies. The longest exposure group reported higher self-evaluated core competency scores than the other groups, especially for the information analysis, execution, and life-long learning competencies.

Keywords: problem-based learning; PBL; self-evaluation; core competency; nursing student (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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