Abstract
Background: Small group work embraces independent study and interactive learning, which enhance knowledge acquisition and skills. Self-directed learning (SDL) and problem-solving (PS) are essential skills in the development of the nursing profession. During the coronavirus pandemic, virtual learning was indispensable. However, little is known about how students develop SDL and PS abilities through online learning through group work. Objective: To evaluate the effects of the online intervention on SDL and PS abilities through interactive group work. Methods: A randomised waitlist-control trial was carried out. A structured intervention using problem-based learning (PBL) as a guideline was used to direct student learning in small group work. Assessments were scheduled at Time 0 (baseline), Time 1 (8th week), Time 2 (16th week), and Time 3 (28th week). Results: The mean student age was 21.45 (SD = 0.86). About 78% of students were female. There was no significant difference in demographic characteristics and analysis at the baseline. Students in the intervention group reported greater improvement in the SDLRS and PSI at the 8th week, whereas those in the waitlist control group reported greater improvement in the SDLRS and PSI at the 16th week. Sustained effects in the SDLRS and PSI were observed in both the intervention and waitlist control groups at the 16th and 28th weeks, respectively. A repeated-measure analysis was performed to compare the SDLRS and PSI in different periods and revealed statistically significant results (p < 0.001) in all subscales of SDLRS and PSI in the four study periods. Conclusions: The guidelines appear to be an effective treatment for SDL and PS ability enhancement with sustainable effects through interactive group work. The guidelines with explicit instructions and learning objectives provide directions and guidance to students to learn more effectively. The educator plays a vital role in facilitating the students’ SDL and PS ability improvement.
Highlights
Sustained effects in the Self-Directed Learning Readiness Scale (SDLRS) and Problem-Solving Inventory (PSI) were observed in both the intervention and waitlist control groups at the 16th and 28th weeks, respectively
The guidelines appear to be an effective treatment for Self-directed learning (SDL) and PS ability enhancement with sustainable effects through interactive group work
No significant differences in age and gender were found, but the hours spent on small group work were different between the two groups
Summary
Small group work is a well-known teaching-learning pedagogy in nursing education to enhance students’ learning through active involvement in individual study and group interactions [1,2,3,4,6] This teaching-learning approach embraces advantages in developing both in-depth theoretical knowledge and essential skills [10,11] and provides a good platform for students to assess, formulate, and analyse the problem, generating and consolidating the knowledge and solution together [4,12]. Students develop self and group values and gain peer support to articulate their thoughts and formulate their viewpoints to cultivate independent learning and problem-solving (PS) abilities and skills [9,13] This approach helps students to create and engage in a learning environment to enhance individual and group developments, such as self-directed learning, team interactions, and skill development [11,14,15]. They can use their acquired knowledge and skills for better decision-making, enhancing competence and confidence [17,20]
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