Self-Directed Learning versus Problem-Based Learning in Korean Nurse Education: A Quasi-Experimental Study.

Area of Science:

• Nursing Education
• Pedagogy
• Higher Education

Background:

• Effective teaching strategies are crucial for developing advanced nursing skills.
• Problem-based learning (PBL) and self-directed learning (SDL) are established methods in nursing education.
• Comparative analysis of PBL and SDL in nursing curricula is needed to optimize student outcomes.

Purpose of the Study:

• To compare the effectiveness of Problem-based Learning (PBL) versus Self-directed Learning (SDL) on nursing students' academic performance.
• To evaluate the impact of PBL and SDL on learning motivation, self-directed learning ability, self-efficacy, learning confidence, and satisfaction.

Main Methods:

• A quasi-experimental study with a pre-post non-equivalent control group design.
• 106 third-year nursing students were divided into PBL and SDL groups for an eight-week intervention.
• Paired and independent t-tests were used to analyze changes in various learning metrics and academic performance.

Main Results:

• The PBL group demonstrated significantly higher scores in learning motivation, self-directed learning ability, and academic performance compared to the SDL group.
• No significant differences were reported for self-efficacy, learning confidence, or learning satisfaction between the groups.

Conclusions:

• Problem-based learning (PBL) is a more effective pedagogical approach than traditional Self-directed Learning (SDL) for adult nursing students.
• Integrating PBL within SDL frameworks, with a clearly defined learning process, can enhance educational outcomes in adult nursing.
• Further research should explore optimal implementation strategies for PBL in diverse nursing education contexts.