Thai nursing students' adaption to problem-based learning: a qualitative study

Student-centred forms of learning have gained favour internationally over the last few decades including problem based learning, an approach now incorporated in medicine, nursing and other disciplines’ education in many countries. However, it is still new in Thailand and being piloted to try to offset traditional forms of didactic, teacher-centred forms of teaching. In this qualitative study, 25 undergraduate nursing students in northern Thailand were interviewed about their experiences with problem-based learning in a health promotion subject. Content analysis was used to interrogate interview data, which revealed four categories: adapting, seeking assistance, self-development, and thinking process development. Initially participants had mixed emotions of confusion, negativity or boredom in the adaption process, but expressed satisfaction with creativity in learning, group work, and leadership development. They described increased abilities to problem solve and think critically, but struggled to develop questioning behaviours in learning. Socio-culturally in Thai education, students have great respect for teachers, but rarely question or challenge them or their learning. We conclude that problem-based learning has great potential in Thai nursing education, but educators and systems need to systematically prepare appropriate learning environments, their staff and students, to incorporate this within curricula.     

A qualitative study on using concept maps in problem-based learning

BackgroundThe visual arts, including concept maps, have been shown to be effective tools for facilitating student learning. However, the use of concept maps in nursing education has been under-explored.ObjectivesThe aim of this study was to explore how students develop concept maps and what these concept maps consist of, and their views on the use of concept maps as a learning activity in a PBL class.DesignA qualitative approach consisting of an analysis of the contents of the concept maps and interviews with students.SettingsThe study was conducted in a school of nursing in a university in Hong Kong.ParticipantsA total of 38 students who attended the morning session (20 students) and afternoon session (18 students) respectively of a nursing problem-based learning class.MethodsThe students in both the morning and afternoon classes were allocated into four groups (4–5 students per group). Each group was asked to draw two concept maps based on a given scenario, and then to participate in a follow-up interview. Two raters individually assessed the concept maps, and then discussed their views with each other.ResultsAmong the concept maps that were drawn, four were selected. Their four core features of those maps were: a) the integration of informative and artistic elements; b) the delivery of sensational messages; c) the use of images rather than words; and d) three-dimensional and movable. Both raters were concerned about how informative the presentation was, the composition of the elements, and the ease of comprehension, and appreciated the three-dimensional presentation and effective use of images. From the results of the interview, the pros and cons of using concept maps were discerned.ConclusionsThis study demonstrated how concept maps could be implemented in a PBL class to boost the students’ creativity and to motivate them to learn. This study suggests the use of concept maps as an initiative to motivate student to learn, participate actively, and nurture their creativity. To conclude, this study explored an alternative way for students to make presentations and pioneered the use of art-based concept maps to facilitate student learning.     

The effects of using problem-based learning in the clinical nursing education on the students' outcomes in Iran: A quasi-experimental study

There are some strategies including problem based learning (PBL) that could enhance the learning experience. This quasi-experimental design was conducted to compare the effects of PBL with traditional clinical education that is commonly used for nursing students. The effects were observed by monitoring differences in their special and general competencies, performance and attitudes towards learning experiences. In 2010, 70, undergraduate nursing students were assigned into two groups as either PBL (n = 34) or Control group (n = 36) at Hamadan University of Medical Sciences in Iran. The research tools used in this study were: the “students' competency self-evaluation” and the “students' attitudes toward their learning experiences” questionnaires, and also a “Coding system of performance” checklist. The groups were similar in most demographic characteristics.The PBL students' general and special competencies improved in the post-test significantly more than those of the control students (P < .001). The PBL students' attitude was significantly better than the control group (P < .01) as well. There was also an incredible enhancement only in the PBL students' performance (P < .01). Therefore the Problem-based learning fostered nursing students' competency, attitude, and performance.     

Using preceptors to improve nursing students' clinical learning outcomes: A Malawian students' perspective

ObjectiveClinical environment remains an important aspect in the development of student's competence, confidence and fulfillment of their expected learning outcomes. Preceptors and clinical teachers play a significant role in preparing students to achieve their professional goals through continuous support and resource provision. This study explored the students' perception of using clinical preceptors to improve their clinical learning outcomes.MethodsThe researchers used semi structured interviews to collect qualitative data. A total of 48 students were purposively and conveniently sampled from 8 hospitals to participate in the study. Content analysis was used to analyse the data.FindingsTwo themes emerged from the study findings namely: creating a positive clinical learning environment and facilitating academic clinical collaboration.ConclusionsThe findings of the study revealed that students gained more confidence and competence in clinical practice when supported by preceptors as well as achieved clinical learning outcomes. These findings suggest the need to train more clinical preceptors for improvement of students' clinical learning outcomes.     

Barriers to,and facilitators of post‐operative pain management in Iranian nursing: a qualitative research study

Background: Unrelieved post‐operative pain continues to be a major clinical challenge, despite advances in management. Although nurses have embraced a crucial role in pain management, its extent is often limited in Iranian nursing practice. Aim: To determine Iranian nurses' perceptions of the barriers and facilitators influencing their management of post‐operative pain. Methods: This study was qualitative with 26 participant nurses. Data were obtained through semi‐structured serial interviews and analysed using the content analysis method. Findings: Several themes emerged to describe the factors that hindered or facilitated post‐operative pain management. These were grouped into two main themes: (1) barriers to pain management after surgery with subgroups such as powerlessness, policies and rules of organization, physicians leading practice, time constraints, limited communication, interruption of activities relating to pain, and (2) factors that facilitated post‐operative pain management that included the nurse–patient relationship, nurses' responsibility, the physician as a colleague, and nurses' knowledge and skills. Conclusion: Postoperative pain management in Iran is contextually complex, and may be controversial. Participants believed that in this context accurate pain management is difficult for nurses due to the barriers mentioned. Therefore, nurses make decisions and act as a patient comforter for pain after surgery because of the barriers to effective pain management.