CoChat
Sign Up
Cited by 14Problem and Project Based LearningNursing Diagnosis and DocumentationHealth Sciences Research and Education

The DOI matches its Crossref record; 23 of the 23 references it cites were found in a registry or an index.

The effects of problem-based learning integrated with the nursing process on clinical reasoning, communication skills attitude and nursing process competency among nursing students: A quasi-experimental study

Lee, Ji Sun, Son, Hae Kyoung·2024·Nurse Education in Practice
DOI 10.1016/j.nepr.2024.104131
Open this paper in CoChat — free account

Abstract

Aim This study aimed to evaluate the effects of problem-based learning integrated with the nursing process on clinical reasoning, communication skills attitude and nursing process competency of nursing students.Background Systematic and integrated application of nursing process in various nursing scenarios are necessary as an alternative to limited learning experiences during conventional lectured-based learning. Thus, an innovative nursing curriculum should be developed by adopting problem-based learning integrated with the nursing process, the effectiveness of this process should be tested to improve the quality of nursing education and explore effective educational strategies.Design A quasi-experimental non-equivalent control group pre-test and post-test design.Methods The study was conducted from September to October, 2023. Third-year nursing students who were selected by intentional sampling were allocated to the control (n=69) and experimental (n=87) groups. The control group participated in conventional lectures, whereas the experimental group participated in the problem-based learning integrated with the nursing process (six sessions) regarding various high-risk obstetrics and gynecology nursing. Thereafter, the students completed structured questionnaire on Google surveys including items on clinical reasoning, communication skills attitude and nursing process competency.Results Clinical reasoning (t=-4.599, p=<.001), communication skills attitude (t=-1.848, p=.033) and nursing process competency (t=-3.795, p<.001) increased significantly more in the post-test for the experimental than the control group.Conclusions This study shed light on the learning effects that enable effective communication and enhance confidence in nursing students for applying clinical reasoning and the nursing process based on various high-risk obstetrics and gynecology nursing modules. Moreover, learners are expected to experience knowledge expansion and transfer through reasoning and application. Therefore, modules of high-prevalence diseases should be developed for various nursing major courses and problem-based learning integrated with the nursing process linked to these modules should be designed for use in nursing classes.

Overview

Integrity signals

Registry

Crossref · 10.1016/j.nepr.2024.104131

Cites

23 of 23 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Citations

Cites

Research works printed but not linked: 5

  1. Kim, 2015, A study on clinical reasoning ability and academic achievement in nursing students, J. Korea Acad. -Ind. Cooper Soc., 16, 1874
  2. Kousar, 2021, The effects of problem based learning on critical thinking and problem solving skills among midwifery students, Pak. J. Med Health Sci., 15, 722
  3. Kweon H.S., 2014. Development and effects of nursing process simulation scenario. Doctoral dissertation. Department of Nursing, Graduate school, Kyungpook National University, Daegu, Korea.
  4. Sapeni, 2024, The Effectiveness of Implementing Team-Based Learning in Improving Learning Outcomes of Nursing Students: Literature Review, Indones. J. Glob. Health Res., 6, 1125
  5. Seo, 2023, The effect of application of PBL(Problem-Based-Learning) class on nursing process education, J. Korea Soc. Comp. Inf., 28, 145

Cited by

Sorted by citations

See all 14

Related

See all

Metadata

Authors
Lee, J. S., & Son, H. K.
Affiliations
  • Daejeon University (KR)
  • Eulji University (KR)
Corresponding author
Son, Hae Kyoung
ORCID
Venue
Nurse Education in Practice
Publisher
Elsevier BV
Published
2024-11
Volume
81
Pages
104131
ISSN
1471-5953 (ISSN-L)
DOI
10.1016/j.nepr.2024.104131
OpenAlex
W4403325185
Cited by
14
References
23
Citations by year
2026: 9 · 2025: 4 · 2024: 1
FWCI
17.50
Type
journal article
Language
en
Open access
closed
Licence
Locations
  • Nurse Education in Practice (publishedVersion)
  • PubMed (publishedVersion)
Funders
  • National Research Foundation of Korea
  • Korea Ministry of Science and ICT (RS-2022-00166926)
Topics
  • Social Sciences › Education › Problem and Project Based Learning
  • Health Sciences › Nursing › Research and Theory › Nursing Diagnosis and Documentation
  • Health Sciences › Health Professions › General Health Professions › Health Sciences Research and Education
Keywords
problem-based learning, nursing process, clinical reasoning, communication skills, nursing students, obstetrics and gynecology nursing, nursing curriculum, nursing education
MeSH terms
Clinical Reasoning, Clinical Competence, Communication, Curriculum, Education, Nursing, Baccalaureate, Female, Humans, Male, Nursing Process, Surveys and Questionnaires, Students, Nursing, Problem-Based Learning, Young Adult

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review