Effects of S-PBL in Maternity Nursing Clinical Practicum on Learning Attitude, Metacognition, and Critical Thinking in Nursing Students: A Quasi-Experimental Design.

Hae Kyoung Son

doi:10.3390/ijerph17217866

Abstract

Due to the coronavirus disease (COVID-19) pandemic, there are many restrictions in effect in clinical nursing practice. Since effective educational strategies are required to enhance nursing students’ competency in clinical practice, this study sought to evaluate the effectiveness of simulation problem-based learning (S-PBL). A quasi-experimental control group pretest-post-test design was used. Nursing students were allocated randomly to the control group (n = 31) and the experimental group (n = 47). Students in the control group participated in a traditional maternity clinical practicum for a week, while students in the experimental group participated S-PBL for a week. The students in the experimental group were trained in small groups using a childbirth patient simulator (Gaumard® Noelle® S554.100, Miami, USA) based on a standardized scenario related to obstetric care. The students’ learning attitude, metacognition, and critical thinking were then measured via a self-reported questionnaire. Compared with the control group, the pre-post difference in learning attitude and critical thinking increased significantly (p < 0.01) in the experimental group. S-PBL was found to be an effective strategy for improving nursing students’ learning transfer. Thus, S-PBL that reflects various clinical situations is recommended to improve the training in maternal health nursing.

Highlights

With the recent advances in medical technology and improvements in the living standards and education level of medical consumers, the demand for quality nursing services has increased [1].it is essential for nurses to acquire specialized nursing knowledge and skills, and have the integrated nursing ability to solve the various health problems of their patients [2,3]
This study aimed to investigate the effects of simulation problem-based learning (S-Problem-based learning (PBL)), as part of a maternity nursing clinical practicum, on learning attitude, metacognition, and critical thinking in nursing students
In order to verify the effects of the S-PBL, this study compared the learning attitudes, metacognition, and critical thinking of the nursing students that participated in the S-PBL and those that participated in the traditional maternity nursing clinical practicum

Summary

Introduction

It is essential for nurses to acquire specialized nursing knowledge and skills, and have the integrated nursing ability to solve the various health problems of their patients [2,3]. It provides nursing students with opportunities to develop therapeutic relationships with a variety of patients. They are equipped with the ability to solve real patient problems based on the theoretical knowledge learned in the classroom, thereby increasing nursing competency [3]. Since nursing clinical practice is on-the-job training that is required for nursing students to acquire basic competency as professional nurses, effective training strategies have been continuously discussed in the field of nursing education

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Methods

Results

Discussion

Conclusion