PMID- 30097035
OWN - NLM
STAT- MEDLINE
DCOM- 20180912
LR  - 20181202
IS  - 1472-6920 (Electronic)
IS  - 1472-6920 (Linking)
VI  - 18
IP  - 1
DP  - 2018 Aug 10
TI  - Pure PBL, Hybrid PBL and Lecturing: which one is more effective in developing 
      cognitive skills of undergraduate students in pediatric nursing course?
PG  - 195
LID - 10.1186/s12909-018-1305-0 [doi]
LID - 195
AB  - BACKGROUND: Nursing education in Iran has conventionally focused on lecture-based 
      strategies. Improvements in teaching and learning over the years have led to an 
      expansion of the pedagogies available to educators. Likewise, there has been a 
      suggestion for a move toward more learner-centered teaching strategies and 
      pedagogies that can result in improvement in learning. This study was undertaken 
      to investigate the effects of Problem-Based Learning in developing cognitive 
      skills in learning Pediatric Nursing among university students. METHODS: In this 
      quasi-experimental, posttest-only nonequivalent control group design, the 
      subjects were undergraduate students who had enrolled in Pediatric Nursing II at 
      Islamic Azad University in Iran. The experiment was conducted over a period of 
      eight weeks, one two-hour session and two two-hour sessions. Two experimental 
      groups, Pure Problem-Based Learning (PPBL) and the Hybrid Problem- Based Learning 
      (HPBL), and one Lecturing or Conventional Teaching and Learning (COTL) group were 
      involved. In the PPBL group, PBL method with guided questions and a tutor, and in 
      the HPBL group, problem-based learning method, some guided questions, minimal 
      lecturing and a tutor were used. The COTL group, however, underwent learning 
      using conventional instruction utilizing full lecture. The three groups were 
      compared on cognitive performances, namely, test performance, mental effort, and 
      instructional efficiency. Two instruments, i.e., Pediatric Nursing Performance 
      Test (PNPT) and Paas Mental Effort Rating Scale (PMER) were used. In addition, 
      the two-Dimensional Instructional Efficiency Index (IEI) formula was utilized. 
      The statistical analyses used were ANOVA, ANCOVA, and mixed between-within 
      subjects ANOVA. RESULTS: Results showed that the PPBL and HPBL instructional 
      methods, in comparison with COTL, enhanced the students' overall and higher-order 
      performances in Pediatric Nursing, and induced higher level of instructional 
      efficiency with less mental effort (p < 0.005). Although there was no significant 
      difference in lower-order performance among the groups during the posttest 
      (p = 0.92), the HPBL group outperformed the COTL group on the delayed posttest 
      (p = 0.028). CONCLUSIONS: It may be concluded that both forms of PBL were 
      effective for learning Pediatric Nursing. Moreover, PBL appears to be useful 
      where there are shortages of instructors for handling teaching purposes.
FAU - Salari, Mohsen
AU  - Salari M
AUID- ORCID: 0000-0002-3687-9016
AD  - Nursing Department, School of Nursing, Yasuj University of Medical Sciences, 
      Yasuj, Iran. salarimo@yums.ac.ir.
FAU - Roozbehi, Amrollah
AU  - Roozbehi A
AD  - Education Development Center, School of Medicine, Yasuj University of Medical 
      Sciences, Yasuj, Iran.
FAU - Zarifi, Abdolvahed
AU  - Zarifi A
AD  - English Language Department, Faculty of Humanities, Yasouj University, Yasouj, 
      Iran.
FAU - Tarmizi, Rohani Ahmad
AU  - Tarmizi RA
AD  - Faculty of Educational Studies, University Putra Malaysia, Serdang, Selangor, 
      Malaysia.
LA  - eng
PT  - Journal Article
DEP - 20180810
PL  - England
TA  - BMC Med Educ
JT  - BMC medical education
JID - 101088679
SB  - IM
MH  - Academic Performance
MH  - Analysis of Variance
MH  - Child
MH  - Cognition
MH  - Humans
MH  - Iran
MH  - Pediatric Nursing/*education
MH  - Problem-Based Learning/*methods
MH  - *Students, Nursing
PMC - PMC6086017
OTO - NOTNLM
OT  - Cognitive skills
OT  - Pediatric nursing course
OT  - Problem-based learning (PBL)
COIS- Ethical approval for this study was granted by the Deputy Chancellors of Yasuj 
      and Gachsaran Azad Universities with reference numbers 9/864 and 26,112, 
      respectively. In addition, all the participants were provided with detailed 
      information about the aims of the study and that data would be analyzed 
      anonymously. Verbal consent to participate was gained from all participants. They 
      also gave their consent to participate in the study by filling out and sending 
      back the questionnaires. Because of the approval from the universities, the 
      verbal consent from the participants, and the researchers' commitment to keep 
      their personal information confidential, the rights and privacy of the 
      participants were protected as required by the affiliated IRB. Not applicable. 
      The authors declare that they have no competing interests. Springer Nature 
      remains neutral with regard to jurisdictional claims in published maps and 
      institutional affiliations.
EDAT- 2018/08/12 06:00
MHDA- 2018/09/13 06:00
PMCR- 2018/08/10
CRDT- 2018/08/12 06:00
PHST- 2018/01/17 00:00 [received]
PHST- 2018/07/30 00:00 [accepted]
PHST- 2018/08/12 06:00 [entrez]
PHST- 2018/08/12 06:00 [pubmed]
PHST- 2018/09/13 06:00 [medline]
PHST- 2018/08/10 00:00 [pmc-release]
AID - 10.1186/s12909-018-1305-0 [pii]
AID - 1305 [pii]
AID - 10.1186/s12909-018-1305-0 [doi]
PST - epublish
SO  - BMC Med Educ. 2018 Aug 10;18(1):195. doi: 10.1186/s12909-018-1305-0.