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Volume 2, Issue 1 (2021)
3 2021, 2(1): 21-27 |
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History
Received: 2020/02/7 | Accepted: 2020/08/20 | Published: 2021/01/20
Received: 2020/02/7 | Accepted: 2020/08/20 | Published: 2021/01/20
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Salari M, Zarifi A, Tarmizi R. Effect of Problem-Based Learning on Communication Skills of Undergraduate Nursing Students. 3 2021; 2 (1) :21-27
URL: http://jccs.daneshafarand.org/article-8-87036-en.html
URL: http://jccs.daneshafarand.org/article-8-87036-en.html
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1- Nursing Department, School of Nursing, Yasuj University of Medical Sciences, Yasuj, Iran
2- English Language Department, Faculty of Humanities, Yasouj University, Yasuj, Iran
3- Faculty of Educational Studies, University Putra Malaysia, Serdang, Malaysia
2- English Language Department, Faculty of Humanities, Yasouj University, Yasuj, Iran
3- Faculty of Educational Studies, University Putra Malaysia, Serdang, Malaysia
Abstract (5015 Views)
Aims: The present study aimed to investigate the effects of Problem based Learning strategies on communication skills in pediatric nursing learning among undergraduate nursing students.
Materials & Methods: This quasi-experimental study with a nonequivalent control group posttest-only design was conducted on undergraduate nursing students in Kohgiluyeh-Boyer Ahmad province. The sampling method was multistage cluster sampling. The total sample size was 95 in different classes of Traditional Problem Based Learning (TPBL=30), Hybrid Problem Based Learning (HPBL=30), and Conventional Teaching and Learning (COTL=35). The experiment was conducted over eight weeks, during which the participants met one two-hour session and two two-hour sessions each week. The three groups were compared for their communication skills at the end of the instruction. Data were collected using the Bayer-Fetzer Kalamazoo communication skill checklist and analyzed by one-way ANOVA and Tukey's post hock test.
Findings: There was a statistically significant difference in the mean scores of communication skills for the three groups evaluated by the simulated patient (p=0.001) and the researcher (p=0.001). TPBL and HPBL instructional strategies enhanced students’ communication skills more than COTL.
Conclusion: TPBL and HPBL instructional strategies are more effective than COTL, and PBL can be useful where there are shortages of instructors or faculty members to teach PBL groups in a large classroom setting.
Materials & Methods: This quasi-experimental study with a nonequivalent control group posttest-only design was conducted on undergraduate nursing students in Kohgiluyeh-Boyer Ahmad province. The sampling method was multistage cluster sampling. The total sample size was 95 in different classes of Traditional Problem Based Learning (TPBL=30), Hybrid Problem Based Learning (HPBL=30), and Conventional Teaching and Learning (COTL=35). The experiment was conducted over eight weeks, during which the participants met one two-hour session and two two-hour sessions each week. The three groups were compared for their communication skills at the end of the instruction. Data were collected using the Bayer-Fetzer Kalamazoo communication skill checklist and analyzed by one-way ANOVA and Tukey's post hock test.
Findings: There was a statistically significant difference in the mean scores of communication skills for the three groups evaluated by the simulated patient (p=0.001) and the researcher (p=0.001). TPBL and HPBL instructional strategies enhanced students’ communication skills more than COTL.
Conclusion: TPBL and HPBL instructional strategies are more effective than COTL, and PBL can be useful where there are shortages of instructors or faculty members to teach PBL groups in a large classroom setting.
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