Han'guk Kanho Kyoyuk Hakhoe chi; Journal of Korean Academic Society of Nursing Education; 한국간호교육학회지
Recently, in the academic disciplines critical thinking has been emphasized as the new evolution in education. Problem-based learning is suggested as the evolutionary learning method in developing critical thinking. In the nursing education, PBL is offered as an appropriate teaching method to prepare nurse student for professional. PBL is a student-centered learning strategy aimed at developing critical thinking, motivating self-directed study and attaining autonomy.
The purpose of this study was to develop the communication curriculum of nursing education based on PBL and implementing of it. PBL module was developed focused on five communication situations. And learning strategies to facilitate the learning process and the guided questions to stimulate student inquiry were also developed.
This PBL education was conducted for six students in the master´s course during the 14 weeks from March, 2000 to June, 2000. The outcomes of the PBL education were examined based on the content analysis of the students reflective journal. As a result, it was found that students experienced the effect of it focused on self-oriented, group-oriented, and practice-oriented domain. In the self-oriented domain, the findings indicate that there were 5 kinds of concepts including ´motivation for self-directed study´, ´transition toward certainty in knowledge acquisition´, ´attempt to apply their prior knowledge into new situation´, ´enhancement of self-image in real situation´, ´self-growth with self reflection´. In the group-oriented domain, there were 3 kinds of concepts including ´cognitive work in group´, ´perception of co-responsibility in attaining learning objectives´, ´socialization with group members´. In the practice-oriented domain, there were 3 kinds of concepts including ´linkage theoretical knowledge with real situation´, ´attempt to apply in real situation´, ´development problem solving skill in real situation´.
In conclusion, PBL had a significant effect on self, group, and clinical domain. And assessing PBL outcomes is challenging because standardized instrument do not develop yet. So the findings of this study can suggest the basic data for examining the PBL outcome.
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