Effects of an integrated problem-based learning and simulation course for nursing students

Abstract

The adaptability of high-fidelity simulations to multiple learning strategies is an essential feature of their effective use, however, little is known about the effects of integration simulations with problem-based learning. The purpose of this study was to identify the effects of an integrated course with problem-based learning and simulation by evaluating college-based stress, student perceptions on their competence and small group learning, and comparing stress and student perceptions level by grade point average. One group post-test only design was employed with a cohort of 185 second year nursing students who were enrolled in a seven-block integrated circulo-respiratory course with problem-based learning and simulation. Nursing students evaluated their stress as moderate with the academic subdomain as the highest stressor. The students reported favorable student perceptions on competence and small group learning. Nursing students view problem-based learning with simulations-based learning favorably irrespective of their course grade. The results of this study indicate that integration of problem-based learning with simulation should be considered for broader application in nursing education.