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Effects of problem- based learning on metacognitive awareness in learning pediatric nursing course
H. Zarida1, A. Zarifi2, M. Zoladl3, M. Salari *4
1- Faculty of Medicine, University Putra Malaysia, Selangor, Malaysia., Faculty of Medicine, University Putra Malaysia, Selangor, Malaysia
2- Yasouj University, English Language Department, Yasouj, Iran., Yasouj University, Yasouj, Iran
3- Psychatric Nursing Department, School of Nursing, Yasuj University of Medical Sciences, Yasuj, Iran., School of Nursing, Yasuj University of Medical Sciences, Yasuj, Iran.
4- Peditric Nursing Department, School of Nursing, Yasuj University of Medical Sciences, Yasuj, Iran.
Abstract:   (31 Views)
Aims: Nursing students should be equipped with higher thinking strategies such as metacognitive and lifelong
learning skills to make correct decisions in new situations. This study was conducted to compare the effect of
different problem-based learning methods on metacognitive skills in nursing students.
Materials & Methods: In this quasi-experimental study with pretest-posttest design, the subjects were
undergraduate students enrolled in the Pediatric Nursing II course at Islamic Azad University in Iran. Ninety-five nursing students were selected by multistage cluster sampling method and divided into Pure Problem Based Learning (n=30), Hybrid Problem-Based Learning (n=30), and Lecture-Based Method (n=35). The intervention was conducted for eight weeks, during which the participants met once a week. Data were
collected using the Metacognitive Awareness Inventory before and after each instructional method and
analyzed in SPSS 17 software using the ANCOVA.
Findings: A statistically significant difference was observed between the mean scores of overall metacognitive
awareness for Pure Problem-Based Learning, Hybrid Problem-Based Learning, and Lecture-Based Method
groups (p<0.01) and its sub-scales of knowledge of cognition and regulation of cognition (p<0.001) on the
posttest. The mean score of metacognitive awareness for the Lecture-Based Method group was significantly
lower than those of the Pure Problem-Based Learning and Hybrid Problem-Based Learning groups (p<0.05).
Conclusion: Both Pure Problem-Based Learning and Hybrid Problem-Based Learning effectively enhance
metacognitive skills in nursing students.


 
Keywords: Keywords: Problem-Based Learning, Hybrid PBL, Lecture, Metacognitive Awareness, Nursing
     
Type of Study: Research | Subject: General
Received: 2021/01/11 | Accepted: 2021/07/24 | Published: 2021/09/12
* Corresponding Author Address: Yasuj University of Medical Sciences, Yasuj, Iran
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Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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مجله مهارت‌ها و مراقبت‌های بالینی Journal of Clinical Care and Skills

 
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