The Effect of Problem-Based Learning in Nursing Education: A Meta-Analysis

Autor/inn/en	Shin, In-Soo; Kim, Jung-Hee
Titel	The Effect of Problem-Based Learning in Nursing Education: A Meta-Analysis
Quelle	In: Advances in Health Sciences Education, 18 (2013) 5, S.1103-1120 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-012-9436-2
Schlagwörter	Problem Based Learning; Nursing Education; Problem Solving; Meta Analysis; Databases; Instructional Effectiveness; Outcomes of Education; Effect Size; Educational Environment; Evaluation; Satisfaction; Student Attitudes; Clinical Experience; Skill Development; Teaching Methods + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Pflegepädagogik; Problemlösen; Meta-analysis; Metaanalyse; Datenbank; Unterrichtserfolg; Lernleistung; Schulerfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Evaluierung; Zufriedenheit; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Problem-based learning (PBL) has been identified as an approach that improves the training of nurses by teaching them how to apply theory to clinical practice and by developing their problem-solving skills, which could be used to overcome environmental constraints within clinical practice. A consensus is emerging that there is a need for systematic reviews and meta-analyses regarding a range of selected topics in nursing education. The purpose of this study was to conduct a meta-analysis of the available literature in order to synthesize the effects of PBL in nursing education. Using a number of databases, we identified studies related to the effectiveness of PBL in nursing. An analysis was conducted on a range of outcome variables, including overall effect sizes and effects of evidence and evaluation levels, learning environment, and study characteristics. We found that the effect of PBL in nursing education is 0.70 standard deviations (medium-to-large effect size). We also found that PBL has positive effects on the outcome domains of satisfaction with training, clinical education, and skill course. These results may act as a guide for nurse educators with regard to the conditions under which PBL is more effective than traditional learning strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10