An Exploration of the Effectiveness of Problem-Based Learning in Nursing Education
Total Page：16
File Type：pdf, Size：1020Kb
Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2016 An Exploration of the Effectiveness of Problem- Based Learning in Nursing Education Yvette Marie Jackson Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Nursing Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University COLLEGE OF EDUCATION This is to certify that the doctoral study by Yvette Marie Jackson has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Billie Andersson, Committee Chairperson, Education Faculty Dr. James LaSpina, Committee Member, Education Faculty Dr. Wendy Edson, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2016 Abstract An Exploration of the Effectiveness of Problem-Based Learning in Nursing Education by Yvette M. Jackson MSN, University of South Alabama, 1995 BSN, University of South Alabama, 1990 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University July 2016 Abstract Critical-thinking is an essential skill that graduate nurses need to make sound clinical decisions. While traditional lecturing is the method most commonly used in nursing education, incorporating problem-based learning (PBL) into nursing curricula has been suggested as a better option for students’ learning of theory and practice. The purpose of this study was to explore the difference in critical-thinking and problem-solving skills between nursing students taught using PBL versus those taught with traditional classroom lectures. A quasi-experimental approach, with cognitive learning theory as the foundation, was used to compare the results of an Assessment Technologies Institute (ATI) Comprehensive Predictor posttest in the control group, taught using the traditional learning method, and the experimental group, taught using PBL. Two-way ANOVA was used to analyze the effect of 2 independent variables: archived ATI Fundamentals Nurse exam proxy pretest scores, divided into low and high groups, and control or experimental group assignment, on the posttest scores of 192 nursing students at the study site. The results of the study showed that the main effect of the treatment, PBL vs. non-PBL, was significant, F(1, 191) = 116.77, p < .001, and the main effect for pretest groups was significant, F(1, 191) = 121.79, p < .001. The interaction effect was also significant, F(1, 191) = 8.04, p = .005, indicating that the effect of PBL was greater for nursing students in the low pretest group. The results of this study provide the premise for recommendations for nurse educators regarding the use of alternative teaching methods. The study may promote social change by providing preliminary research results to the local site that may contribute to improving the quality of nurse education. An Exploration of the Effectiveness of Problem-Based Learning in Nursing Education by Yvette M. Jackson MSN, University of South Alabama, 1995 BSN, University of South Alabama, 1990 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University July 2016 Acknowledgments Accomplishing a feat of this magnitude required the involvement of many individuals whom I hold near and dear to my heart. I would first like to thank My Lord and Savior Jesus Christ, and my husband, Drew, my blanket of comfort and joy, who stepped in the “gap” without any complaints. For that, I am forever thankful, and no words can express what an awesome human being he has always been. Our children, Nyla (my biggest critic and cheerleader), Andrew, and Rico, have grown up with a mother who wears many “hats” but not one that fits better than that of mother. Through it all, my children have grown into beautiful and productive human beings. Without my faith and trust in almighty GOD, I would not have been able to accomplish the feat of obtaining my doctorate. Throughout this process, there have been many challenges, both good and bad. There were many days when I wanted to throw in the towel, but I had to remind myself that GOD did not bring me this far to leave me and for me to cast aside all of my blood, sweat, and many tears that were shed along the way. It is often said that the Lord does not put on us more than we can bear, and I can testify that this has been a true test of my faith and belief in this. Being a huge Alabama fan (ROLL TIDE!), I find myself looking at the Southeastern Conference Channel (SEC) whenever I can. After a replay of the 2015 Cotton Bowl, the SEC Network aired a show called “SEC Storied.” This particular episode was about a track and field athlete named Lorie “Lo Lo” Jones. The life of this phenomenal athlete was documented, and it told of her ups and downs, the good, the bad, and the ugly. Through all of her trials and tribulations, even wanting to give up and give in many times, she persevered. There are many others out there like her, but the telecast of her story seemed to come at just the right time for me. Her life mirrors all that I have gone through, and that episode gave me that little nudge of courage and perhaps a little message from GOD saying, be encouraged and keep pressing on because that light at the end of the tunnel will manifest itself soon and will shine bright in the fruit of your labor and hard work. For that, I was encouraged and thankful. Lastly, a special acknowledgement and words of appreciation for all of the wisdom and guidance of the faculty of Walden University, specifically my committee chair, Dr. Billie Andersson. I wish to thank Dr. Kamna Mantode for her guidance and contribution to this study. Lastly, thank you to Teresa Riddell, who is truly a gem that is priceless, for her unending support, inspiration, and assistance in achieving this goal. Table of Contents List of Tables ..................................................................................................................... iv List of Figures .................................................................................................................... vi Section 1: Introduction to the Study ....................................................................................1 Role of Critical-Thinking ...............................................................................................6 Problem Statement .........................................................................................................8 Nature of the Study ......................................................................................................10 Purpose of the Study ....................................................................................................12 Theoretical Framework ................................................................................................12 Definition of Terms......................................................................................................13 Assumptions, Limitations, and Delimitations ..............................................................16 Significance of the Study .............................................................................................17 Summary ......................................................................................................................18 Section 2: Literature Review .............................................................................................20 Defining Critical-Thinking ..........................................................................................22 Role of Critical-Thinking in Nursing Education .........................................................24 Psychology-Based Theories and Definitions ...............................................................28 Philosophy-Based Theories and Definitions ................................................................29 Problem-Based Learning (PBL) ..................................................................................30 Problem-Based Learning in Nursing Students .............................................................33 Research Studies on Critical-Thinking in Nursing Students .......................................35 Conclusion ...................................................................................................................37 i Section 3: Research Method ..............................................................................................40 Research Design and Approach ...................................................................................40 Research Question .......................................................................................................41 Setting and Sample ......................................................................................................42 Treatment .....................................................................................................................43 Instrumentation and Materials .....................................................................................44 Data