Effect of Applying Case- Based Learning through Professional Learning Community on Problem Solving Skill of Nursing Students
Keywords:learning and teaching management, case- based learning, professional learning community, problem solving skills
This quasi-experimental study aimed to 1) examine the effect of case based learning (CBL) through professional learning community (PLC) on problem solving skills (PSS) and satisfaction on teaching management of nursing students; 2) explore the nurse instructor’s perceptions towards teaching ability improvement on teaching CBL through PLC. Five pediatric nurse instructors and 76 3rd-year nursing students, Boromarajonani College of Nursing Bangkok, participated in the study. The teaching and learning process comprised 5 phases: 1) Analyze; 2) Plan: Designed lesson plan among the nurse instructors and the member of PLC; 3) Do and See: The nurse instructors’ teaching with the member of PLC observation began with allocating the students with difference grade into 19 groups (4 per each group); Then, asking them to take a pre-test of Problem Solving Skill questionnaire. Next, the nurse instructors proposed 4 case studies and allowed them to work in group to discuss the case studies and prepared to present the answers to the class. Finally, the instructors summarized main concepts. This session lasted for 3 hours. 4) Reflect: the instructors asked the students to fill out the post- test of the Problem Solving Skill questionnaire, the satisfaction towards teaching and learning management and teaching evaluation questionnaire. The instructors and the member of PLC filled out teaching evaluation questionnaire and gave a feedback on teaching. 5) Redesign: the instructors took the suggestion and comment from phase 4 to improve teaching in the next academic year. Descriptive statistics, paired t-test, and content analysis were used to analyze the data.
The results showed that: 1) The PSS related to nursing care of children with shock and multiple organ failure of the nursing students at post-test (Mean=10.51, SD=1.79) was higher than at pre-test (Mean=8.19, SD=2.30) with statistical significance (t (75)=7.81, p<.001. 2) Overall students' satisfaction to the teaching and learning management was at the highest level (Mean=4.25, S.D=0.64) as well as the
learner subscale, teaching method and teaching activity subscale, and learning atmosphere subscale. 3) The nurse instructors perceived effectiveness of using CBL through the PLC to enhance their teaching competency and students’ problem solving skill.
In summary, teaching by using CBL through PLC process is effective to enhance the nursing student’s problem solving skill as well as the instructor’s teaching competency.
student’s problem solving skill as well as the instructor’s teaching competency.
How to Cite
Article published Is the copyright of the Journal of Health and Nursing Research (Boromarajonani College of Nursing, Bangkok) Cannot be republished in other journals