The Impact of Problem-Based Learning (PBL) on School Nurses' Perception of Type 1 Diabetes, Learning Self-Efficacy, and Problem-Solving Skills

Abstract

This study aimed to examine the impact of Problem-Based Learning (PBL) on the management of Type 1 diabetic students in enhancing school nurses' perception of Type 1 diabetes, learning self-efficacy, and problem-solving skills. It employed a single-group pretest-posttest quasi-experimental design. Fifty-eight school nurses participating in a job competency enhancement program at a university in D city were the subjects. Data were analyzed using SPSS/WIN 26.0, through frequency, percentage, mean and standard deviation, and paired t-tests. The results showed significant improvements post-education in perception of Type 1 diabetes (t=-3.54, p<.001), learning self-efficacy (t=-3.60, p<.001), and problem-solving skills (t=-6.89, p<.001). The study concludes that PBL is an effective teaching method for enhancing school nurses' competency in managing diabetic students. Future research should focus on developing diverse case-based learning modules and job competency enhancement programs for school nurses.