Applying clinical problem-based learning (CPBL) in the undergraduate nursing curriculum: evaluation of students' approaches to learning

Abstract

AIM: To evaluate the effect of CPBL on students’ approaches to learning in clinical nursing education SUMMARY OF WORK: Clinical PBL was launched in September 2004 as a learning methodology in an undergraduate nursing curriculum in Hong Kong. Using a one-group before-after quasi-experimental design, the revised two-factor Study Process Questionnaire (R-SPQ-2F) was administered to compare students’ approaches to learning before and after a period of nursing practicum in which CPBL was implemented. Focus group interviews were used to elicit from students their PBL experience. SUMMARY OF RESULTS: Of the 187 students who responded, the R-SPQ-2F scores indicated that for the deep approach to learning, the post-test mean score was higher than that at the pre-test (30.9 vs. 29.0, p = .005). No significant difference was found for the surface approach. Four themes were identified from the focus group analysis: motivation to learn; self-direction in learning; active, interactive and student-centred learning; and enjoyment in learning. CONCLUSIONS: The quantitative and qualitative data suggested that the students adopted a deep approach to learning during the nursing practicum in which CPBL was implemented. The study provided valuable empirical support for the future development and implementation of an evidenced based PBL clinical education model for nursing students.