Current Research in Medical Sciences
Babol Univesity of Medical Sciences
Thu, Feb 19, 2026
[Archive]
Volume 8, Issue 2 (8-2024)
CRMS 2024, 8(2): 40-44 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Ahmadzadeh Tori N, Kalati S H, Kalati J, Karimi H. Applying Blending Problem-Based Learning with Group Discussion in Clinical Nursing Process Education: An educational evaluation study. CRMS 2024; 8 (2) :40-44
URL: http://crms.mubabol.ac.ir/article-1-194-en.html
URL: http://crms.mubabol.ac.ir/article-1-194-en.html
Lecturer. Ramsar School of Nursing and Midwifery, Nursing Care Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, I.R.Iran , h.karimi@mubabol.ac.ir
Abstract: (1136 Views)
Background: The nursing process (NP) is an organizing framework for planning and providing individualized nursing care. Nurse educators are encouraged to pare down curricular content and integrate ingenious learning-centered education. In this contemporary period, nurse educators need improve nursing education and move beyond traditional education. In this regard, problem-based learning (PBL) has become increasingly popular and group discussion (GD) increases the focus on the topics and facilities learning. This study aimed to determine the effect of blending PBL with a GD on clinical NP education.
Methods: This educational evaluation study by quasi-experimental, one side blind methods was conducted on all 28 third-semester undergraduate nursing students by census sampling method. The students were taught all of the phases of NP and PBL at the beginning of the semester. This study was performed on the “Medical-Surgical Nursing 1”(Med-Surg 1) clinical course. Three group (n = 18) was randomly selected as the experimental group and three other groups (n = 20) were randomly selected as the control group.
Results: The results of independent samples t-test indicated a significant difference between the mean scores of the two groups for each of the assessed nursing process stages, as well as for the all NP phases and overall score; t= 3.36 , P= 0.002, which confirmed that blending PBL with GD was effective.
Conclusion: This blended method might encourage students to engage more effectively in the learning process and to be considered as an influential method in teaching the clinical nursing.
Methods: This educational evaluation study by quasi-experimental, one side blind methods was conducted on all 28 third-semester undergraduate nursing students by census sampling method. The students were taught all of the phases of NP and PBL at the beginning of the semester. This study was performed on the “Medical-Surgical Nursing 1”(Med-Surg 1) clinical course. Three group (n = 18) was randomly selected as the experimental group and three other groups (n = 20) were randomly selected as the control group.
Results: The results of independent samples t-test indicated a significant difference between the mean scores of the two groups for each of the assessed nursing process stages, as well as for the all NP phases and overall score; t= 3.36 , P= 0.002, which confirmed that blending PBL with GD was effective.
Conclusion: This blended method might encourage students to engage more effectively in the learning process and to be considered as an influential method in teaching the clinical nursing.
Keywords: Problem-Based Learning, Education
Type of Study: Brief Report |
Subject:
پرستاری
Received: 2024/10/5 | Accepted: 2025/01/8 | Published: 2025/01/8
Received: 2024/10/5 | Accepted: 2025/01/8 | Published: 2025/01/8
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
