Integrating Problem-Based Learning and Simulation: Effects on Student Motivation and Life Skills

Area of Science:

• Nursing Education
• Medical Simulation
• Pedagogy

Background:

• Traditional lectures may be less effective than innovative teaching methods.
• Problem-based learning (PBL) and simulation are promising educational strategies.
• Integrating PBL with simulation warrants investigation for enhanced learning outcomes.

Purpose of the Study:

• To evaluate the impact of an integrated problem-based learning and simulation course on nursing students' motivation and life skills.
• To compare the effectiveness of the integrated approach versus PBL alone.
• To assess changes in specific learner motivation and life skills components.

Main Methods:

• A repeated-measures design was employed with 83 second-year nursing students.
• Learner motivation and life skills were measured using self-administered questionnaires at pretest, post-PBL, and post-simulation.
• Repeated-measures ANOVA and Bonferroni correction were used for data analysis.

Main Results:

• Significant increases were observed in total learner motivation and life skills from pretest to post-simulation and from post-PBL to post-simulation.
• Key subscales, including intrinsic goal orientation, self-efficacy, problem-solving, and self-directed learning, also showed significant improvements.
• The combined PBL and simulation approach demonstrated superior efficacy over PBL alone in enhancing these skills.

Conclusions:

• An integrated problem-based learning and simulation course significantly improves learner motivation and essential life skills in nursing students.
• This blended pedagogical strategy is more effective than problem-based learning in isolation for fostering critical learning attributes.
• The findings support the adoption of integrated PBL and simulation for enhanced nursing education.