Shyla Kamala Kumari, R (2012) Efficiency of Problem-Based Learning (PBL) over Lecture method in terms of enhancing critical thinking skills and problem solving ability among Nursing students in selected Nursing Institutions of Tamil Nadu. Doctoral thesis, The Tamilnadu Dr. M.G.R. Medical University, Chennai.
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Abstract
A study was done to evaluate the efficiency of problem-based learning (PBL) over Lecture method in terms of enhancing critical thinking skills and problem solving ability among nursing students in selected Nursing Institutions of Coimbatore, Tamil Nadu for the award of the degree of Doctor of Philosophy in Nursing to The Tamil Nadu Dr. M.G.R. Medical University, Chennai during the year 2012. INTRODUCTION: In today's fast paced, technologically advanced world, the challenge for nursing faculty is to teach students critical thinking (CT) skills and the ability to practice competently in a variety of situations. The rapidly changing nature of the health care system presents nurses with varied complex practice issues with no clear solutions. These health care problems require nursing students and nurses to have CT skills. Educators have to equip nursing students with skills that promote their CT to solve complex issues. The development of CT skills requires students to engage in discussions to become active participants in their own learning. Education with an active learning will result in significant increase between the education and medical practice. Unfortunately, traditional undergraduate exercise science courses using lecture based instruction are often content driven, emphasizing abstract concepts over concrete examples and application. Nurse educators in academia have long supported the notion of self-directed problem-based learning (PBL). Problem-based learning originated in the late 1960s at McMaster University in Ontario, Canada. Howard Barrows, the founder of this educational methodology, developed the self-directed model to improve education in the school of medicine. It was developed to improve medical education by moving from a subject and lecture based curriculum to an interdisciplinary one guided by 'real-life' problems. Its effectiveness has been well documented in medical education research. Along with self-directed learning, the development of critical thinking and problem solving skills is the main goal of PBL. OBJECTIVES: 1. To assess the pre test level of critical thinking skills and problem solving ability of nursing students among the control and the interventional groups. 2. To assess the post test level of critical thinking skills and problem solving ability of nursing students among the control and the interventional groups. 3. To determine the effectiveness of PBL on critical thinking skills and problem solving ability of nursing students. 4. To assess the students’ perception on the influence of PBL and Lecture method on their critical thinking skills and problem solving ability in both control and the interventional groups. 5. To associate the level of critical thinking skills and problem solving ability of both the groups with selected demographic variables. 6. To associate the students’ perception on the influence of PBL and Lecture method on critical thinking skills and problem solving ability in the control and the interventional groups with selected demographic variables. METHODS: A Quasi Experimental study with control group pre test and post test design was adopted to determine the effectiveness of PBL in enhancing critical thinking skills and problem solving ability among Nursing students. A total sample of 260- II year B.Sc. (Nursing) students from selected colleges of Nursing in Coimbatore were included in this study, out of which 130 were allotted to the interventional group and the remaining 130 to the control group. Purposive Sampling Technique was adopted for this study. A structured questionnaire to assess the higher level of cognitive skills was used to assess critical thinking skills and problem solving ability of nursing students. A five point Rating scale to assess the perceived benefits of the teaching method on critical thinking skills and problem solving ability was used. The data collected were analyzed using descriptive and inferential statistics based on the objectives and hypotheses. RESULTS: The result of the present study reveals that there was a significant increase in the overall level of critical thinking skills and problem solving ability in the interventional group than in control group. Further, the students who underwent PBL process had a favorable perception towards PBL method of learning. Comparison of pre test and post test levels of critical thinking skills and problem solving ability of nursing students within both the groups. The overall ‘t’ level in all the areas were 4.97 and 32.87 in the control and the interventional groups respectively, which shows a highly significant difference between the pre test and post test scores of interventional group (P<0.001). Further, there was a significant difference between post test -2 of control group and post test -2 of interventional group in the level of critical thinking skills and problem solving ability. The obtained overall ‘t’ value 12.17, was higher than the table value, which is highly significant at 0.001 level of significance. Differences between the control and the interventional groups at different points of time show a statistically significant difference was found in both the control group ( P < 0.001) and the interventional group (P < 0.001). “F” value was highly significant in Interventional group compared to control group. CONCLUSION: In the light of the findings, there is a positive effect on the influence of PBL in enhancing critical thinking skills and problem solving ability among nursing students. It offers several advantages over traditional lecture methods. It is based on principles of adult learning theory, including motivating the students, encouraging them to set their own learning objectives, and giving them a role in decisions that affect their own learning. So, it was concluded that PBL is a potentially powerful and essential approach to promote quality in nursing practice, which is dependent upon the educational preparation of nurses to think critically and solve problems. RECOMMENDATIONS: 1. The study can be replicated in a larger sample size. 2. A similar study can be conducted in other parts of Tamil Nadu. 3. Longitudinal studies can be done to provide a profile of students’ development of approaches to learning over time in order to assess the enduring effect of PBL. 4. PBL should be introduced into nursing curriculum in order to promote critical thinking skills and problem solving ability among nursing students.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Uncontrolled Keywords: | Efficiency, Problem-Based Learning (PBL), Lecture method, critical thinking skills, problem solving ability, Nursing students, selected Nursing Institutions, Tamil Nadu. |
| Subjects: | NURSING > Community Health Nursing |
| Depositing User: | Subramani R |
| Date Deposited: | 23 Jan 2022 08:29 |
| Last Modified: | 23 Jan 2022 12:39 |
| URI: | http://repository-tnmgrmu.ac.in/id/eprint/19066 |
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