• Journal of Digital Convergence
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• v.20 no.2
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• pp.525-541
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• 2022

This study aimed to develop simulation practice program with PBL (S-PBL) for nursing students and evaluate the effect of the program on their problem solving ability, clinical performance competency, learning satisfaction and confidence. The participants were nursing students who applied for simulation practice courses at an university in J province. The study was a mixed-method design using a nonequivalent one group pretest-posttest design (n=91) and focus group interview (n=12). Quantitative data were analyzed using SPSS 23.0 program and qualitative data thematic analysis. Quantitative data showed S-PBL was effective in improving clinical performance competency, learning satisfaction and confidence of the participants, but not in improving problem solving ability. As a result of the qualitative study, four themes and eight sub-themes were derived, and the themes were "Learn integrated nursing care based on priority", "Experience team cooperation through communication," "Learn vividly critical care" and "Improved nursing competency". The S-PBL could be effective in practical education for nursing students. In further study, it is necessary to develop various simulation practice programs based on PBL through a mixed-method design and apply them to nursing curriculum.

• Child Health Nursing Research
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• v.20 no.2
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• pp.123-131
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• 2014

Purpose: This study was conducted to examine the effects of simulation education integrated with problem based learning (SIM-PBL) on clinical competency and self-efficacy in post operation nursing care for children. Methods: This study was a quasi-experimental design. Thirty six students in the third year of a 4-year baccalaureate nursing program were recruited conveniently and assigned to the control or intervention groups using time difference. Students were all in a pediatric nursing clinical practicum. The control group received the regular clinical practicum in a hospital setting. For the intervention group, a SIM-PBL education replaced 150 minutes of their clinical practicum. Results: The intervention group showed greater improvement in two areas of clinical competency compared with the control group; physical assessment (t= 3.019, p=.005) and post operation advice (t=2.428, p=.021). However, no statistically significant differences in improvement in any areas of self-efficacy were found between two groups. Conclusion: The results indicate that the SIM-PBL education is effective in improving some areas of clinical competence, but not self-efficacy in post operation nursing care for children. Further study is needed to develop SIM-PBL programs for various clinical topics and evaluate the effectiveness on the learning outcomes.

• School Mathematics
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• v.13 no.4
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• pp.543-562
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• 2011

In this research, the PBL program was developed in terms of 'classroom practice ability', 'self-develop ability', and 'teaching profession character' which classroom friendly teachers get ready and was applied to the classroom friendly elementary mathematics teachers for studying the effectiveness of the program. From the result elementary preservice teachers' disposition in terms of thought about mathematics, mathematics learning, and mathematics teaching was changed to the positive direction through the PBL. They could developed their classroom practice ability, self-develop ability, and teaching profession character through application of new knowledge and plan for problem solving and reflection after solving the problems.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.07a
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• pp.145-147
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• 2012

현대사회는 지식정보화 사회이다. 사회는 점점 복잡해지고 개인은 여러 문제를 만나게 된다. 이러한 사회에서는 지식을 단순히 암기하는 능력보다 생활 속에 부딪히는 문제들을 지금까지 배워온 지식과 정보를 활용해서 해결해 나가는 능력이 절실히 요구된다. 기존의 주입식 교육에서 벗어나서 학습자 스스로 필요한 지식을 찾고 적용하는 능력을 키우기 위해 PBL학습을 도입하고자 한다. 그리고 스크래치언어를 활용하여 프로그램을 작성함으로써 초등학생들의 문제에 대한 고찰능력과 사고력을 향상시키고자 한다. 따라서 본 연구에서는 스크래치를 활용한 PBL기반 학습프로그램을 개발하였다.

• Research in Community and Public Health Nursing
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• v.14 no.4
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• pp.579-586
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• 2003

The goal of community health nursing courses is to prepare student nurses so that they become able to perform a variety of nursing roles in community. To achieve this goal, programs for community health nursing must develop students' abilities to function independently as community health nurses. This study evaluated the effectiveness of Problem-based Learning(PBL) as a teaching method in programs for community health nursing at four-year colleges of nursing. The subjects of this study were senior students at Y University. The study was designed as a descriptive & comparative survey. To determine the effectiveness of PBL, the author analyzed the process and results of teaching. The PBL teaching method was found to be significantly effective in building critical thinking abilities and increasing knowledge. The results also showed that the 43 students who were taught by both PBL and lecture teaching methods got a significantly higher' knowledge score than the other 28 students who were taught only by lectures. As for the future direction of community health nursing courses, a teaching strategy involving both PBL and lectures is recommended.

• The Journal of the Korea Contents Association
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• v.19 no.8
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• pp.598-608
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• 2019

This study provided the analysis of the culinary arts students' subjectivity in problem based learning(PBL) program for culinary competition. Q methodology was employed for finding common characteristic of among students' opinion and also future suggestion was generated. The study found four different types of common structures. First one is Problem-Solving Ability Type(N=6), the second one is Team Member Collaboration Important Type(N=8), The third one is Self-Directed Learning Needed Type(N=3), and the last one is Employment Preparation Type(N=2). Through the analysis, students aware this particular PBL program as a problem solving skill development, understanding of coworking in group, importance of self directed learning, and preparation for securing job opportunity. The study also suggest that the educator need to perform as a negotiator in coworking process within group members and need to have an active approach on stimulation of study motivation among the students.

• Journal of Digital Convergence
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• v.11 no.1
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• pp.329-338
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• 2013

Purpose: This study was to identify the types of subjectivity on PBL experience of freshmen in nursing students. Method: This study is exploratory research through Q methodology. From 102 Q populations, we selected 31 Q sorting was done by 25 of P sample. When the Q sorting is completed on nine point scale, we interviewed participants and documented their responses. The data was analyzed by using QUNAL program. Result: The result of the study showed 4 types. Four factors provided an explanation for 71.6% of total variances, and these four factors were analyzed and categorized as four types. We named type 1 as [positive pressure], type 2 as [relational friendly], type 3 as [creative benefit], type 4 as [paticipatory development]. Conclusion: In this study, PBL was valuable experience and recognized as a variety of perspectives for freshmen in nursing students. These findings indicate we suggest that planning of strategy for efficient operation on PBL was reflected above results.

• Women's Health Nursing
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• v.29 no.3
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• pp.229-238
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• 2023

Purpose: This study analyzed the effects of virtual reality simulation-based problem-based learning on nursing students' critical thinking ability, problem-solving ability, and self-efficacy in the nursing care of women undergoing induction of labor. Methods: A nonequivalent control group pretest and posttest design was employed. The study participants included 52 nursing students (24 in the experimental group and 28 in the control group). The experimental group took a problem-based learning (PBL) class in the first week, and then engaged in self-directed learning using virtual reality simulation. In the second week, lectures about emergency nursing care for induction of labor and drug administration were given. The control group participated in PBL in the first week and lectures in the second week. The study was conducted from April 17 to May 19, 2023. Data were analyzed using the chi-square test, Fisher exact test, analysis of variance, and the independent t-test. Results: Before-and-after differences between the two groups were statistically significant in problem solving ability (t=-5.47, p<.001) and self-efficacy (t=-5.87, p<.001). Critical thinking ability did not show a statistically significant difference between the two groups. The score for satisfaction with the virtual reality simulation program was 3.64±5.88 out of 5 in the experimental group. Conclusion: PBL education using a virtual reality simulation was found to be an effective way of teaching. Although convenience sampling was used, PBL education using virtual reality can be used as an educational strategy to enhance nursing students' problem-solving ability and self-efficacy.

• Journal of Digital Convergence
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• v.16 no.8
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• pp.221-231
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• 2018

The purpose of this study was to identify the effect of simulation integrated with problem based learning(SIM-PBL) on nursing students. A non-equivalent pre-post test of quasi-experimental design was used. 37 were assigned to an intervention group and 41 to a control group. SIM-PBL was applied to intervention group and simulation was applied to control group. Data were analyzed using the SPSS 20.0 program. There were significant increases in system thinking(t=2.14, p=.036), proactivity in problem solving(t=2.07, p=.042), and performance ability for medication(t=5.26, p=<.001) in the intervention group compared to the control group. However, there was no difference in learning flow between the intervention and control groups. In order to adapt to the clinical setting, it is necessary to consider the SIM-PBL needs to be considered in the curriculum of nursing students.

• Journal of Engineering Education Research
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• v.15 no.5
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• pp.3-7
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• 2012

Utsunomiya University started a 3-year project to develop an education program for postgraduate students to cultivate leadership spirits. The program is centered on a PBL in which each group of students is required to find an engineering or social problem themselves and start a project to solve the problem. Projects vary widely, from a straight product development to a summer program for children or local area development. Student groups are advised by senior engineers from industries. They give advice as to how a project should be managed and run, but will not give instructions. The PBL is compulsory for all students in the engineering master course students. The new education program also includes a series of lectures by engineers to show engineers' job, activities, and career in the industry. Internship programs are also provided, in which students will be given opportunities to actively apply their knowledge and skills to real engineering tasks offered by the industry. The students are expected to gain something more than just experiences.