Development of a Project-Based Learning Program on High-Risk Newborn Care for Nursing Students and Its Effects: A Quasi-Experimental Study
Abstract
:1. Introduction
2. Methods
2.1. Study Design
2.2. Participants and Setting
2.3. Development and Evaluation of Project-Based Learning for High-Risk Newborn Care for Nursing Students
2.3.1. Discovery
2.3.2. Definition
2.3.3. Development
2.3.4. Delivery
2.4. Instruments
2.4.1. Nursing Competency for High-Risk Newborns
2.4.2. Self-Leadership
2.4.3. Practicum-Related Stress
2.5. Data Analysis
2.6. Ethical Considerations
3. Results
3.1. Homogeneity Testing of Participants’ General Characteristics
3.2. The Effects of the Project-Based Learning Program
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
- Korean Accreditation Board of Nursing Education. The Manual of Nursing Education Accreditation for University; Korean Accreditation Board of Nursing Education: Seoul, Korea, 2021; pp. 58–59, 143–145. [Google Scholar]
- Kim, E.S. Quality improvement in neonatal intensive care units. Neonatal Med. 2018, 25, 53–57. [Google Scholar] [CrossRef] [Green Version]
- Korean Statistical Information Service. Birth by Cities and Provinces/Pregnancy Period. 2021. Available online: https://kosis.kr/statisticsList/statisticsListIndex.do?menuId=M_01_01&vwcd=MT_ZTITLE&parmTabId=M_01_01&outLink=Y&entrType=#content-group (accessed on 27 January 2022).
- Park, Y.A.; Kong, E.H.; Park, Y.J. Head nurses’ experiences in clinical practice education of nursing students: A qualitative research. J. Korean Acad. Soc. Nurs. Educ. 2018, 24, 337–346. [Google Scholar] [CrossRef]
- Ulenaers, D.; Grosemans, J.; Schrooten, W.; Bergs, J. Clinical placement experience of nursing students during the COVID-19 pandemic: A cross-sectional study. Nurse Educ. Today 2021, 99, 104746. [Google Scholar] [CrossRef] [PubMed]
- Choi, E.A.; Lee, K.E.; Lee, Y.E. Nursing students’ practice experience in neonatal intensive care units. Child Health Nurs. Res. 2015, 21, 261–271. [Google Scholar] [CrossRef] [Green Version]
- Koo, H.Y.; Lee, B.R. Educational needs for practicing neonatal intensive care among Korean nursing students. Child Health Nurs. Res. 2021, 27, 339–353. [Google Scholar] [CrossRef]
- Berga, K.A.; Vadnais, E.; Nelson, J.; Johnston, S.; Buro, K.; Hu, R.; Olaiya, B. Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: A quasi-experimental study. Nurse Educ. Today 2021, 96, 104622. [Google Scholar] [CrossRef]
- Guo, P.; Saab, N.; Post, L.S.; Admiraal, W. A review of project-based learning in higher education: Student outcomes and measures. Int. J. Educ. Res. 2020, 102, 101586. [Google Scholar] [CrossRef]
- Brundiers, K.; Wiek, A. Do we teach what we preach? An international comparison of problem- and project-based learning courses in sustainability. Sustainability 2013, 5, 1725–1746. [Google Scholar] [CrossRef] [Green Version]
- Shin, Y.H.; Ryu, K.S. The study on instructional effect and satisfaction of project-based learning. J. Korea Contents Assoc. 2020, 20, 1–12. [Google Scholar] [CrossRef]
- Dearnley, C.; Rhodes, C.; Roberts, P.; Williams, P.; Prenton, S. Team based learning in nursing and midwifery higher education; A systematic review of the evidence for change. Nurse Educ. Today 2018, 60, 75–83. [Google Scholar] [CrossRef]
- Wiliamson, G.R.; Kane, A.; Plowright, H.; Bunce, J.; Clarke, D.; Jamison, C. ‘Thinking like a nurse’. Changing the culture of nursing students′ clinical learning: Implementing collaborative learning in practice. Nurse Educ. Pract. 2020, 43, 102742. [Google Scholar] [CrossRef] [PubMed]
- Kaya, H.; Şenyuva, E.; Işık, B.; Bodur, G. Nursing students’ opinions regarding project based learning. Procedia-Soc. Behav. Sci. 2014, 152, 379–385. [Google Scholar] [CrossRef] [Green Version]
- Des Jarlais, D.C.; Lyles, C.; Crepaz, N.; TREND Group. Improving the reporting quality of nonrandomized evaluations of behavioral and public health interventions: The TREND statement. Am. J. Public Health 2004, 94, 361–366. [Google Scholar] [CrossRef] [PubMed]
- Ko, E.J.; Kim, E.J. Effects of simulation-based education before clinical experience on knowledge, clinical practice anxiety, and clinical performance ability in nursing students. J. Korean Acad. Soc. Nurs. Educ. 2019, 25, 289–299. [Google Scholar] [CrossRef]
- Faul, F.; Erdfelder, E.; Lang, A.G.; Buchner, A. G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behav. Res. Methods 2007, 39, 175–191. [Google Scholar] [CrossRef] [PubMed]
- Design Council. What Is the Framework for Innovation? Design Council’s Evolved Double Diamond. 2005. Available online: https://www.designcouncil.org.uk/news-opinion/design-process-what-double-diamond (accessed on 1 May 2021).
- Korean Society of Nursing Science. Learning Objectives of Subjects for Nursing Students; Korean Society of Nursing Science: Seoul, Korea, 2017. [Google Scholar]
- Park, K.O.; Lee, Y.Y. Developing a performance appraisal tool for neonatal intensive care unit registered nurses. J. Korean Acad. Soc. Nurs. Educ. 2011, 17, 267–276. [Google Scholar] [CrossRef] [Green Version]
- Yu, M.; Kim, D.Y.; Yoo, C.S. Development of Korean patient classification system for neonatal care nurses. J. Korean Clin. Nurs. Res. 2016, 22, 205–216. [Google Scholar] [CrossRef]
- Houghton, J.D.; Neck, C.P. The revised self-leadership questionnaire: Testing a hierarchical factor structure for self-leadership. J. Manag. Psychol. 2002, 17, 672–691. [Google Scholar] [CrossRef]
- Shin, K.S.; Kim, M.S.; Han, Y.S. A study on the validation of the Korean version of the revised self-leadership questionnaire (RSLQ) for Korean college students. Korean J. Sch. Psychol. 2009, 6, 313–340. [Google Scholar]
- Park, S.N.; Kim, Y. Stress and satisfaction from simulation-based practice and clinical practice on high-risk newborn nursing. J. Korean Acad. Soc. Nurs. Educ. 2015, 21, 86–94. [Google Scholar] [CrossRef] [Green Version]
- Irvine, S.; Williams, B.; Özmen, M.; McKenna, L. Exploration of self-regulatory behaviours of undergraduate nursing students learning to teach: A social cognitive perspective. Nurse Educ. Pract. 2019, 41, 102633. [Google Scholar] [CrossRef] [PubMed]
- Carey, M.C.; Chick, A.; Kent, B.; Latour, J.M. An exploration of peer-assisted learning in undergraduate nursing students in paediatric clinical settings: An ethnographic study. Nurse Educ. Today 2018, 65, 212–217. [Google Scholar] [CrossRef] [PubMed]
- Wu, T.T.; Huang, Y.M.; Su, C.Y.; Chang, L.; Lu, Y.C. Application and analysis of a mobile e-book system based on project-based learning in community health nursing practice courses. Educ. Technol. Soc. 2018, 21, 143–156. [Google Scholar]
- Backåberga, S.; Brunt, D.; Raska, M.; Gummesson, C. Experiences of Using a video-based learning model during a long-term process of movement awareness and learning—A hermeneutical study. Eur. J. Physiother. 2021, 23, 41–47. [Google Scholar] [CrossRef] [Green Version]
- Stone, R.; Cooke, M.; Mitchell, M. Exploring the meaning of undergraduate nursing students’ experiences and confidence in clinical skills using video. Nurse Educ. Today 2020, 86, 104322. [Google Scholar] [CrossRef]
- Park, H.Y. The effects of team-based project learning on creativity and self-regulated learning ability of university students. J. Educ. Cult. 2019, 25, 283–297. [Google Scholar] [CrossRef]
Phase | Content | Time (Duration) |
---|---|---|
Orientation | Introduction to project-based learning Presenting a video clip topic
| 1st day (30 min) |
Pre-learning | Literature review on the video clip topic | 1st day |
Writing a project plan | Discussion and literature review by team
| 2nd day (2–3 h) |
Reviewing the project plan | Reviewing and revising the project plan with the CPF and CNI | 2nd day (30 min) |
Making a video clip | Video clip production | 2nd−5th day |
Submitting a video clip | Video clip editing and submission | - |
Variables or Categories | Total (n = 45) | Exp. (n = 24) | Cont. (n = 21) | X2/t | p |
---|---|---|---|---|---|
n (%) or M ± SD | n (%) or M ± SD | n (%) or M ± SD | |||
Age (year) | 21.64 ± 1.86 | 22.04 ± 2.48 | 21.19 ± 0.60 | 1.60 | 0.122 |
Sex | |||||
Male | 4 (8.9) | 1 (4.2) | 3 (14.3) | - | 0.326 * |
Female | 41 (91.1) | 23 (95.8) | 18 (85.7) | ||
Academic performance (percentile) | |||||
<30 | 12 (26.7) | 7 (29.2) | 5 (23.8) | 0.16 | 0.685 |
>30 | 33 (73.3) | 17 (70.8) | 16 (76.2) | ||
Health status | |||||
Healthy | 30 (66.7) | 16 (66.7) | 14 (66.7) | 0.00 | >0.999 |
Unhealthy | 15 (33.3) | 8 (33.3) | 7 (33.3) | ||
Satisfaction with school life | |||||
Satisfied | 26 (57.8) | 14 (58.3) | 12 (57.1) | 0.01 | 0.936 |
Unsatisfied | 19 (42.2) | 10 (41.7) | 9 (42.9) | ||
Satisfaction with friendship | |||||
Satisfied | 33 (73.3) | 18 (75.0) | 15 (71.4) | 0.73 | 0.787 |
Unsatisfied | 12 (26.7) | 6 (25.0) | 6 (28.6) | ||
Satisfaction with the lectures on newborn care | |||||
Satisfied | 28 (62.2) | 17 (70.8) | 11 (52.3) | 1.62 | 0.203 |
Unsatisfied | 17 (37.8) | 7 (29.2) | 10 (47.7) | ||
Nursing competency for high-risk newborns | 24.33 ± 4.42 | 23.29 ± 4.12 | 25.52 ± 4.53 | 1.73 | 0.091 |
Self-leadership | 122.07 ± 14.80 | 123.71 ± 16.75 | 120.19 ± 12.34 | 0.79 | 0.433 |
Practicum-related stress | 72.62 ± 19.53 | 73.54 ± 20.79 | 71.57 ± 18.43 | 0.33 | 0.740 |
Variables or Groups | Pretest | Posttest | Source | t or F | p |
---|---|---|---|---|---|
M ± SD | M ± SD | ||||
Nursing competency for high-risk newborns | |||||
Exp. Cont. | 23.29 ± 4.12 | 30.33 ± 3.12 | G | 0.15 | 0.703 |
25.52 ± 4.53 | 28.81 ± 3.23 | T | 62.24 | <0.001 | |
G × T | 8.23 | 0.006 | |||
Self-leadership | |||||
Exp. Cont. | 123.71 ± 16.75 | 135.17 ± 14.64 | G | 1.23 | 0.273 |
120.19 ± 12.34 | 129.95 ± 15.31 | T | 25.56 | <0.001 | |
G × T | 0.16 | 0.688 | |||
Practicum-related stress | |||||
Exp. Cont. | 73.96 ± 21.16 | 61.39 ± 17.11 | G | 0.60 | 0.444 |
71.57 ± 18.43 | 72.71 ± 27.51 | T | 4.05 | 0.051 | |
G × T | 5.84 | 0.020 |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Koo, H.-Y.; Gu, Y.-E.; Lee, B.-R. Development of a Project-Based Learning Program on High-Risk Newborn Care for Nursing Students and Its Effects: A Quasi-Experimental Study. Int. J. Environ. Res. Public Health 2022, 19, 5249. https://doi.org/10.3390/ijerph19095249
Koo H-Y, Gu Y-E, Lee B-R. Development of a Project-Based Learning Program on High-Risk Newborn Care for Nursing Students and Its Effects: A Quasi-Experimental Study. International Journal of Environmental Research and Public Health. 2022; 19(9):5249. https://doi.org/10.3390/ijerph19095249
Chicago/Turabian StyleKoo, Hyun-Young, Young-Eun Gu, and Bo-Ryeong Lee. 2022. "Development of a Project-Based Learning Program on High-Risk Newborn Care for Nursing Students and Its Effects: A Quasi-Experimental Study" International Journal of Environmental Research and Public Health 19, no. 9: 5249. https://doi.org/10.3390/ijerph19095249