A comparison of problem-based learning and conventional teaching in nursing ethics education.
The aim of this study was to compare the learning effectiveness of peer tutored problem-based learning and conventional teaching of nursing ethics in Taiwan. The study adopted an experimental design. The peer tutored problem-based learning method was applied to an experimental group and the conventi...
| Publicado en: | Nursing Ethics Vol. 17; no. 3; pp. 373 - 383 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
May2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105202466&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105202466 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09697330 31K jtl: Nursing Ethics issn: 09697330 maglogo: Y pubinfo: dt: May2010 vid: 17 iid: 3 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 105202466 50407215 50407215 10.1177/0969733009355380 NLM20444778 105202466 ppf: 373 ppct: 10 formats: tig: atl: A comparison of problem-based learning and conventional teaching in nursing ethics education. aug: au: Lin C Lu M Chung C Yang C affil: Taipei Medical University Shuang Ho Hospital, Taipei, Taiwan sug: subj: Education, Nursing Ethics, Nursing Education Problem-Based Learning Teaching Methods Analysis of Variance Comparative Studies Conceptual Framework Content Validity Experimental Studies Funding Source Human Internal Consistency Peer Group Random Assignment Repeated Measures Student Satisfaction Summated Rating Scaling Surveys Taiwan ab: The aim of this study was to compare the learning effectiveness of peer tutored problem-based learning and conventional teaching of nursing ethics in Taiwan. The study adopted an experimental design. The peer tutored problem-based learning method was applied to an experimental group and the conventional teaching method to a control group. The study sample consisted of 142 senior nursing students who were randomly assigned to the two groups. All the students were tested for their nursing ethical discrimination ability both before and after the educational intervention. A learning satisfaction survey was also administered to both groups at the end of each course. After the intervention, both groups showed a significant increase in ethical discrimination ability. There was a statistically significant difference between the ethical discrimination scores of the two groups (P < 0.05), with the experimental group on average scoring higher than the control group. There were significant differences in satisfaction with self-motivated learning and critical thinking between the groups. Peer tutored problem-based learning and lecture-type conventional teaching were both effective for nursing ethics education, but problem-based learning was shown to be more effective. Peer tutored problem-based learning has the potential to enhance the efficacy of teaching nursing ethics in situations in which there are personnel and resource constraints. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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