Journal of ProblemBased Learning最新文献_第4页

Developing Criteria for the Selection of Contemporary Stimulus Material in Mental Health Nursing Education: Engaging Students and Meeting Curriculum Goals - Part 1: Critical Analysis of Simulation and Stimulus Material in Mental Health Nursing Education 心理健康护理教育中当代刺激材料选择的发展标准：吸引学生和实现课程目标——第一部分：心理健康护理教学中模拟和刺激材料的批判性分析

Journal of ProblemBased Learning Pub Date : 2019-04-30 DOI: 10.24313/JPBL.2019.00150

A. Treloar, M. Mcmillan, T. Stone, Miran Kim

{"title":"Developing Criteria for the Selection of Contemporary Stimulus Material in Mental Health Nursing Education: Engaging Students and Meeting Curriculum Goals - Part 1: Critical Analysis of Simulation and Stimulus Material in Mental Health Nursing Education","authors":"A. Treloar, M. Mcmillan, T. Stone, Miran Kim","doi":"10.24313/JPBL.2019.00150","DOIUrl":"https://doi.org/10.24313/JPBL.2019.00150","url":null,"abstract":"www.ejpbl.org 10 Purpose: By focussing on curricula reliant on blended (online and face-to-face) learning, to test the value of mental health stimulus material created/used by Australians in an Australian context to achieve learning outcomes through assessment tasks for students from a range of cultural backgrounds. Can we find stimulus material that facilitators can use with diverse cultures? Methods: Case studies centred on two groups of students Australian (Part 1) and international (Part 2). Results: An analysis of simulation and stimulus material in mental health nursing education (Part 1) and the development of i) a set of principles for choosing 'authentic' stimulus material ii) a set of recommendations for choices of assessment tasks that ensure application of the principles irrespective of the culture and context in which graduates choose to work (Part 2). Conclusion: While there are many types of stimulus material available today, authentic stories from clinical practice may also have a useful role in mental health nursing curricula.","PeriodicalId":32777,"journal":{"name":"Journal of ProblemBased Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47840205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

The Effects of a havruta Method on the Self-directed learning and Learning Motivation havruta方法对自主学习和学习动机的影响

Journal of ProblemBased Learning Pub Date : 2019-04-30 DOI: 10.24313/JPBL.2019.00143

Eunjung Chung, Byoung-Hee Lee

{"title":"The Effects of a havruta Method on the Self-directed learning and Learning Motivation","authors":"Eunjung Chung, Byoung-Hee Lee","doi":"10.24313/JPBL.2019.00143","DOIUrl":"https://doi.org/10.24313/JPBL.2019.00143","url":null,"abstract":"www.ejpbl.org Copyright 2019 International Society for Problem-Based Learning This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/ by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. Purpose: This study aims to verify the effects of a havruta class on the self-directed learning and motivation for learning of college physical therapy students. Methods: A descriptive study of the use of the havruta approach to learning and teaching. The subjects were 95 students of College A who had registered for musculoskeletal examination, assessment and practice in the second semester of 2018. The havruta method was applied for students for one semester, after which a paired t-test was performed to compare the dependent variables (self-directed learning and learning motivation). Results: There were significant differences in self-directed learning (learning plan, execution and evaluation) and learning motivation (attention, relevance, confidence, and satisfaction). Conclusion: These results suggest that the havruta approach to learning improves self-directed and motivation for learning. A follow-up study is necessary to further investigate the application of havruta in relation to evidence of sound inquiry processes within approaches to learning.","PeriodicalId":32777,"journal":{"name":"Journal of ProblemBased Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43952063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Appraisal of International Guidelines for Cancer Pain Management 癌症疼痛管理国际指南的评价

Journal of ProblemBased Learning Pub Date : 2019-04-19 DOI: 10.24313/JPBL.2018.00129

Miran Kim, S. Jeong

{"title":"Appraisal of International Guidelines for Cancer Pain Management","authors":"Miran Kim, S. Jeong","doi":"10.24313/JPBL.2018.00129","DOIUrl":"https://doi.org/10.24313/JPBL.2018.00129","url":null,"abstract":"www.ejpbl.org Copyright 2019 International Society for Problem-Based Learning This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/ by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. Purpose: Given that healthcare professionals need to use relevant data bases to access and manage information that informs their practice, this paper reports on a review of processes within the development and use of international guidelines for pain management for cancer patients and considers the implications for nurse education and practice. Methods: An integrative systematic approach to a review of the literature around the development and implementation of guidelines for pain management by nurses. Results: The literature review reveals that using evidence from research to optimally perform the nursing role in pain management is essential. However, clear statements of the scope of nursing practice within formal guidelines are also necessary; problems about use of Evidence-based Guidelines (EBGs) stem from the lack of detail on the nursing contribution in the development and implementation of guidelines themselves and other factors/barriers impeding the application of guidelines to education and practice. Conclusion: Nurses need to contribute to guideline development if they are to fully appreciate their role in pain management and consider the contribution to decision-making around learning processes aligned to nursing care. Clear evidence of the manner in which guidelines are developed and updated is necessary if they are to be seen as inclusive of all healthcare professionals.","PeriodicalId":32777,"journal":{"name":"Journal of ProblemBased Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46156218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

An Exploration of Nurses’ health beliefs: Ways of Knowing and Implications for Learning and Teaching 护士健康信念的认知方式及其对教学的启示

Journal of ProblemBased Learning Pub Date : 2018-10-31 DOI: 10.24313/JPBL.2018.5.2.43

T. Stone, Jane Conway

{"title":"An Exploration of Nurses’ health beliefs: Ways of Knowing and Implications for Learning and Teaching","authors":"T. Stone, Jane Conway","doi":"10.24313/JPBL.2018.5.2.43","DOIUrl":"https://doi.org/10.24313/JPBL.2018.5.2.43","url":null,"abstract":"Background: The origin, evolution and potential impact of personal ways of knowing, underpinned by health beliefs, are shaped by experience and sociocultural factors. These need to be explored if contemporary nurse educators and clinicians are to realize the goals of promoting healthy, positive outcomes for their clientele that are founded in other ways of knowing. Problembased learning is argued to be an approach to the design of learning that encourages critical thinking and supports learners to develop new ways of thinking about real life problems. This requires an ability to integrate multiple ways of knowing to create and modify personal beliefs and learn. Method: Q-methodology was used to gain the perspectives of nurses’ health beliefs and sources of knowledge from 236 nurses, clinical and academic, from Thailand, South Korea, Australia, China and Japan. Results and conclusions: The study revealed tensions between personal beliefs, often nested in cultural traditions, and contemporary evidence that counters those beliefs. Three themes relevant to nurses’ ‘ways of knowing’ emerged: sources of belief, unexamined beliefs, and knowing from experience. The sorting process acted as intervention in itself to create dissonance within the nurses about the sources and veracity of their beliefs. The study illuminated a need to recognise that critical health literacy, seen as the hallmark of contemporary practice, may be at odds with personal beliefs, values and culture.","PeriodicalId":32777,"journal":{"name":"Journal of ProblemBased Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49422559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Editorial 编辑

Journal of ProblemBased Learning Pub Date : 2018-10-31 DOI: 10.24313/jpbl.2018.5.2.1

S. Robertson

引用次数: 0

Exploring Learning Styles in Students Attended Problem-Based Learning Package at Hue University of Medicine and Pharmacy 顺化医药大学学生问题学习包学习风格探究

Journal of ProblemBased Learning Pub Date : 2018-10-31 DOI: 10.24313/JPBL.2018.5.2.37

Nguyen Thi Phuong, Trang Ho Thi Thuy, B. Mai, Duc Ton Nu Minh, H. L. T. Viet, Bao Ha Van Anh, Huy Nguyen Quoc

{"title":"Exploring Learning Styles in Students Attended Problem-Based Learning Package at Hue University of Medicine and Pharmacy","authors":"Nguyen Thi Phuong, Trang Ho Thi Thuy, B. Mai, Duc Ton Nu Minh, H. L. T. Viet, Bao Ha Van Anh, Huy Nguyen Quoc","doi":"10.24313/JPBL.2018.5.2.37","DOIUrl":"https://doi.org/10.24313/JPBL.2018.5.2.37","url":null,"abstract":"Purpose: Learning style differs among students; 4 were identified by David A. Kolb (1984). Learning style identification plays a vital role in enhancing learning performance in response to choice of approaches to engaging students, particularly for Problem-based learning (PBL) methods used in Hue University of Medicine and Pharmacy. This research aimed to identify the learning styles of those students responding to PBL packages and investigate relationships between their learning styles and academic performance. Methods: The cross-sectional study was conducted nursing students (N=135) who engaged with PBL packages in the subject Fundamental Nursing 3 in the second semester of the academic year 2016-2017. A questionnaire consisted of items on general characteristics, a learning style scale (Kolb LSI 3.1), and details around academic performance. Data were analyzed by using SPSS 22.0 program. Results: The findings indicated that the diverging is the descriptor of the preferred learning style of 43.7% nursing students; 24.4% represented the converging style; the accommodating style accounted for 18.5% and assimilating style was 13.3%. Our study had not yet found the effect of learning methods on the academic performance of nursing students (toward Formative result: F=0.872, p=0.235; toward Summative result: F=1.116, p=0.345). Conclusion: A majority of nursing students chose the diverging learning style over others but there was no significant difference between academic performance and learning styles. Therefore, teachers should be flexible and use different stimuli for learning in order to attempt to engage learners in stimuli for learning about different situations, irrespective of their preferred style for learning. It is important to provide optimal learning environments for most students.","PeriodicalId":32777,"journal":{"name":"Journal of ProblemBased Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48071321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Field-Based Art Class: Impact on Creative Personality of Pre-Service Early Childhood Teachers 实地艺术课对职前幼儿教师创造性人格的影响

Journal of ProblemBased Learning Pub Date : 2018-10-31 DOI: 10.24313/JPBL.2018.5.2.21

ji-min ko, S. Yang

引用次数: 0

Attitudes and Perceptions Towards Nursing Profession Among Nursing Students at Hue University of Medicine and Pharmacy 顺化医药大学护生对护理专业的态度与认知

Journal of ProblemBased Learning Pub Date : 2018-10-31 DOI: 10.24313/JPBL.2018.5.2.55

B. Mai, Thi My Yen Ho, Thi Thu Thao Nguyen, Le Thi Thanh Phan, Thi Mai Huong Hoang, Nguyen Thi Anh Phuong

引用次数: 12

Application of Hybrid Teaching Method Using the MOOC and Verification of its Effectiveness MOOC混合教学法的应用及效果验证

Journal of ProblemBased Learning Pub Date : 2018-10-31 DOI: 10.24313/JPBL.2018.5.2.7

Myung-suk Lee, Ju-Geon Pak

{"title":"Application of Hybrid Teaching Method Using the MOOC and Verification of its Effectiveness","authors":"Myung-suk Lee, Ju-Geon Pak","doi":"10.24313/JPBL.2018.5.2.7","DOIUrl":"https://doi.org/10.24313/JPBL.2018.5.2.7","url":null,"abstract":"Purpose: Given significant changes in educational environments characterised by the destruction of academic boundaries and the advent of digital natives. We aimed to verify the effectiveness of a hybrid teaching method in improving contemporary learning environments. Methodology: A descriptive comparative study involving two groups of 68 students: a half used traditional teaching methods and the other half involved in hybrid teaching methods. To verify the effectiveness of the hybrid teaching method in improving the teaching quality. The participants from both groups were asked to answer surveys inquiring about their experiences with the learning processes, their achievements and degree of understanding, perceptions on field experience value, and learner satisfaction. Results: Reports on hybrid teaching methods showed significant differences in learning and understanding. Field experiences had substantial effects on learning performance and degrees of knowledge acquisition, serving to answer questions of relevance. Students had a higher preference for online over offline courses; they could take classes without time and space constraints. The hybrid methods group were highly satisfied while those in traditional classes had difficulties understanding and questioning concepts. Instructors put excessive effort into digital literacy education and adaptation to smart learning rooms used. Conclusion: The success of plans to utilise and incorporate MOOCs into learning events, along with introduction of new teaching methods was significant. Education trends will be characterised by customised learning aligned with developments in science and technology, destruction of spatial boundaries between onand offline activities and emphasis on connections between theory and reality. Digital literacy for both professors and students is critical, as are reviews of educators’ roles, and integration of class-room and self-directed learning.","PeriodicalId":32777,"journal":{"name":"Journal of ProblemBased Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41750838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1