Comparison of Learning Transfer Using Simulation Problem-Based Learning and Demonstration: An Application of Papanicolaou Smear Nursing Education.

Jeongim Lee,Hae Kyoung Son

doi:10.3390/ijerph18041765

Jeongim Lee, Hae Kyoung Son

Open Access

https://doi.org/10.3390/ijerph18041765

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Abstract

The purpose of this study was to compare the effects of simulation problem-based learning (S-PBL), a type of learning that reflects various clinical situations, and demonstration-based learning, a conventional type of learning that shows clinical skill performance, of Papanicolaou smear education on the self-confidence, learner satisfaction, and critical thinking of nursing students. A quasi-experimental control group pretest-posttest design was used. Nursing students who were classified as advanced beginners were randomly allocated to the control group (n = 53) or the experimental group (n = 52). Students in the control group participated in a conventional demonstration of a Papanicolaou smear, while students in the experimental group participated in S-PBL. The students’ self-confidence, learner satisfaction, and critical thinking were measured via a self-reported questionnaire. Compared with the control group, self-confidence, learner satisfaction, and critical thinking increase significantly more (p < 0.001) in the experimental group. S-PBL was found to be an effective strategy for improving learning transfer, applying learned nursing knowledge to simulated nursing situations. Thus, S-PBL is recommended to improve training in nursing education.

Highlights

Cervical cancer is one of the most prevalent malignancies of the female reproductive tract, and infection with human papillomavirus (HPV) is considered to be the primary cause [1]
The experimental group engaged in simulation problem-based learning (S-PBL) based on Pap smear knowledge and the control group participated in a Pap smear demonstration based on Pap smear knowledge, and the two groups’ self-confidence, learner satisfaction, and critical thinking skills were compared (Figure 2)
We suggest that S-PBL, which can increase self-confidence, learner satisfaction, and critical thinking more than can conventional demonstrations, is an effective alternative educational strategy to compensate for the limitations of clinical nursing practices

Summary

Introduction

Cervical cancer is one of the most prevalent malignancies of the female reproductive tract, and infection with human papillomavirus (HPV) is considered to be the primary cause [1]. It is the second most commonly diagnosed carcinoma in women; 569,847 new cases and 311,400 deaths were reported in 2018 [2]. The National Cancer Screening Project in South Korea has promoted the Papanicolaou smear (Pap smear) as a screening method for cervical dysplasia and carcinoma among women over the age of 20 [4]. Nursing students have limited opportunities to observe Pap smears in maternal nursing practice, which are mainly held in the delivery room and obstetrics and gynecology wards

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Discussion

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