1996 Fiscal Year Final Research Report Summary
Innovation of Teaching-Learning Method in Baccalaureate Nursing Education.
| Project/Area Number |
07672535
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Nursing
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| Research Institution | St.Luke's College of Nursing |
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Principal Investigator |
KOYAMA Mariko St.Luke's College of Nursing, Department of Nursing, Professor, 看護学部, 教授 (50178399)
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| Co-Investigator(Kenkyū-buntansha) |
IGARASHI Naomi (KANOU Nao) St.Luke's College of Nursing, Department of Nursing, Lecturer, 看護学部, 講師 (40202858)
MOURI Taeko St.Luke's College of Nursing, Department of Nursing, Lecturer, 看護学部, 講師 (00166315)
MITSUHASHI Yasuko St.Luke's College of Nursing, Department of Nursing, Lecturer, 看護学部, 講師 (30209811)
MORI Akiko St.Luke's College of Nursing, Department of Nursing, Associate Professor, 看護学部, 助教授 (60255958)
HORIUCHI Shigeko St.Luke's College of Nursing, Department of Nursing, Professor, 看護学部, 教授 (70157056)
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| Project Period (FY) |
1995 – 1996
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| Keywords | nursing education / teaching-learning strategy / Problem Based Learning / group learning / self-directed learning / educational evaluation / 教育評価 |
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| Research Abstract |
The purpose of this study is to develop innovate teaching-learning method in which students learn integratively through situltional cases. Subjects were the second year students in baccalaureate program in nursing education.
The design was a quasi-experimental study. The control group was 60 students who received classes by traditional lectures in 1994. Fifty nine students in the experimental group recieved classes on the same subject in a small group with Problem Based Learning (PBL) in 1995. Knowledge was measured by multiple choice exams before the class, on completion of the class, and three months after the classes.
Satisfaction was measured by two questionaire, and by interview. Formative and summative evaluation were also used for analysis.
Both knowlege level and satiosfaction were significantly higher in experimental group.
The learning style of the students in experimental group had been changed by PBL in skills of stating the problems, searching literature, presenting the cases, learning motivation, and others.
Even though most students showed positive attitudes towards PBL,a few students stated that PBL was stressful because they have to spend more time prepareing for the classes. This was due to tight schedule in curriculum.
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