Board #134 - Research AbstractThe Effect of Hybrid Learning with Nuring Students’ Clinical Competency

Abstract

Hypothesis In most nursing curricula, simulation and PBL (problem-based learning) are used solely and separately as teaching and learning tools. Nurse educators should facilitate complex clinical experiences and utilize more complex and mixed education strategies to enhance nursing students’ clinical reasoning in order to improve the comprehensiveness and accuracy of nursing students’ clinical judgment. In the present study, simulation is combined with PBL as a hybrid framework or a learning strategy including lectures, discussion using problem-based learning modules, self-directed learning, and real situation practice with human patient simulators [HPS] (Lee et al., 2009). Moreover, there is no research in pediatric nursing literature that examines the effect of hybrid learning with combined simulation and problem-based learning. Hence, the purpose of this study is to test students’ clinical competency to assess the effectiveness of the combined teaching method. Methods The bronchiolitis module in the present study was designed based on the PBL and Simulation Model Framework (Barrows and Tamblyn, 1980; Jeffries, 2005). The Hybrid learning combining simulation with PBL was used to assess clinical competency including knowledge, confidence, and students’ satisfaction. This is a comparison study with three education modalities: PBL group (experimental group 1, E1), simulation with PBL group (experimental group 2, E2), and control group (C). We used descriptive, paired t-test statistics, one-way ANOVA, and post-hoc test (Duncan test) for data analysis using SPSS version 18.0 program. A convenient sample of 195 senior nursing students from three nursing schools located in Seoul and Chuncheon, South Korea participated in this study from Sep 1st to Dec 10th, 2013. Results There were no statistically significant differences between the groups in prior simulation experiences (χ2=.396, p=.529), and baseline knowledge (7.80±1.11 versus 7.79±1.99, t=.020, p=.984). There were significant difference in the mean score of knowledge difference (post-pre) among E1 (1.42±2.49), E2 (1.77±2.11), and C (0.44±2.74) (F=14.718, p<.001). There were significant difference in the mean score of confidence among E1 (3.69±0.30), E2 (3.57±0.33), and C (3.38±0.44) (F=12.693, p<.001). There were significant differences in the mean satisfaction total score among E1 (4.67±0.39), E2 (4.17±0.53), and C (3.48±0.62) (F=93.471, p<.001). Conclusion This result could provide a much-need template or starting point for educators who desire to introduce simulation combined with PBL as a teaching-learning strategy in pediatric nursing courses. It is also necessary to monitor the effectiveness of combined simulation with PBL education. New approaches and strategies combined simulation with PBL for teaching critical thinking, clinical assessment, effective communication, and technical skills will be required to meet the demands of the new roles and responsibilities faced by nurse educators and their students.