Students' perceptions of learning outcomes from group-based, problem-based teaching and learning activities

Area of Science:

• Nursing Education
• Problem-Based Learning
• Pedagogy

Background:

• Undergraduate nursing education requires effective teaching strategies to prepare students for clinical practice.
• Problem-based learning (PBL) is a pedagogical approach used in various health professions education programs.
• Understanding student perceptions of learning outcomes in different PBL modalities is crucial for curriculum development.

Purpose of the Study:

• To explore how undergraduate nursing students perceive learning outcomes within a problem-based learning subject.
• To investigate variations in student perceptions across different teaching and learning modalities.
• To identify correlations between learning modalities and reported learning outcomes.

Main Methods:

• A modified phenomenographic analysis was employed to analyze qualitative data from open-ended student responses.
• Student perceptions of learning outcomes were collected through four open-ended questions.
• Data analysis involved developing categories of description and classifying individual student responses.

Main Results:

• Two distinct groups of student perceptions emerged: inward-focused (self-learning) and outward-focused (patient care).
• Lectures and laboratories were perceived to yield skills and knowledge for clinical application.
• Group-based activities (Situation Improvement Packages - SIPS) effectively focused students on clinical realities and practice preparation.

Conclusions:

• Group-based learning (SIPS) is perceived by students as effective in orienting them towards the realities of clinical practice.
• Lectures and laboratories are viewed as crucial for acquiring the necessary skills and knowledge for clinical settings.
• Findings have implications for optimizing nursing curricula to enhance clinical readiness.