Comparing problem based learning with lecture based learning on medicine giving skill to newborn in nursing students

dc.creator	Susan Penjvini
dc.creator	Sirioos Sirioos Shahsawari
dc.date	2013-02-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:29:29Z
dc.date.available	2015-08-12T11:29:29Z
dc.identifier	10.5430/jnep.v3n9p53
dc.identifier	1925-4040
dc.identifier	1925-4059
dc.identifier	https://doaj.org/article/833cf9c769984dda8afb14a87599e33e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30836
dc.description	<p class="a"><strong>Purpose:</strong> Compare the effects of problem-based learning (PBL) method with traditional lecture in the skill of giving medicine to newborns in nursing students.</p> <p class="a"><strong>Background:</strong> PBL has attained a high educational level, because PBL is now generally believed to be an effective educational method, which can have a profound effect on enhancing students competency in practical and theoretical skills.</p> <p class="a"><strong>Methods:</strong> In this quasi experimental study, 29 fourth and fifth semester female students who were passing training in the neonatal ward were selected randomly in to PBL (n=14) and LBL group (n=15) and trained regarding the skill of giving medicine to newborns. Data were collected using two checklists for cognitive and psychomotor skills and two question-<br /> naires regarding the students’ viewpoints about self-assessment and self-improvement also students' satisfaction.</p> <p class="a"><strong>Results:</strong> The level of knowledge in the PBL group was significantly higher than that of students in the lecture group (<em>p</em> <0.001). There was a significant difference between the students’ cognitive and psychomotor skills scores in the lecture based learning group before and after learning (<em>p</em>=0.000, <em>p</em>=0.001, respectively). However for the PBL group there was only a significant difference between performance before and after learning (<em>p</em>=0.002). Also, there was a significant difference between cognitive learning scores before learning as well as a significant difference between post learning performance scores in the two groups (<em>p</em>=0.008). We found a significant difference in the post learning phase between students’ viewpoints (<em>P</em><0.001) and a significant difference between students’ satisfaction in the pre- and post-learning phase in the PBL group (0.002).</p> <strong>Conclusion:</strong> Students in the PBL group gained more knowledge and had higher motivation toward learning compared to students in the lecture group. Therefore it is suggested that with more deep studies, changes of using the method of teaching upon PBL instead of common method, could be re considered.
dc.language	English
dc.publisher	Sciedu Press
dc.relation	http://www.sciedu.ca/journal/index.php/jnep/article/view/2001
dc.relation	https://doaj.org/toc/1925-4040
dc.relation	https://doaj.org/toc/1925-4059
dc.source	Journal of Nursing Education and Practice, Vol 3, Iss 9 (2013)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Comparing problem based learning with lecture based learning on medicine giving skill to newborn in nursing students
dc.type	article