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

H Forbes1, M Duke, M Prosser

  • 1School of Nursing, Faculty of Health Sciences, La Trobe University, Victoria, Australia.

Advances in Health Sciences Education : Theory and Practice
|November 16, 2001
PubMed
Summary

Undergraduate nursing students perceive problem-based learning, particularly Situation Improvement Packages (SIPS), as highly effective for clinical practice preparation. Traditional lectures and labs provide essential knowledge and skills for nursing education.

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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.

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  • 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.