Effects of Action Learning-based Pediatric Nursing Practice Education Program on Problem Solving Abilities, Competency in Nursing Skills, Self-efficacy for Group Work, and Team Efficacy of Nursing College Students
AUTHORS
Seok-Young Han,Department of Nursing Science, Chosun Nursing College, Philmundaero, Dong-gu, Gwangju, 61453, South Korea
ABSTRACT
This study was conducted to examine effects of action learning-based pediatric nursing practice education (AL-PNPE) program for nursing students. A quasi-experimental study with a non-equivalent control group pretest-posttest design was used. The study participants were 82 nursing students (42 in the experimental group and 40 in the control group) from G metropolitan city in South Korea. The experimental group took part in the AL-PNPE program, which was scheduled to take place twice per week for 10 days, while the control group took part in a traditional pediatric nursing practice education course. The data were analyzed using descriptive statistics, χ²-test, ANCOVA, and an independent t-test using SPSS/WIN 22.0. There were significant increases in problem solving abilities (t=4.49, p<.001), competency in nursing skills (t=3.99, p<.001), self-efficacy for group work (t=3.91, p<.001), and team efficacy (t=2.25, p=.027) in the experimental group compared to the control group. Based on the findings, this study indicates that AL-PNPE is an effective teaching-learning method to improve problem solving abilities, competency in nursing skills, self-efficacy for group work, and team efficacy of nursing college students. Therefore, Repetitive researches on action learning based education programs for nursing students are demanded, as is a cross-sectional research to verify the effects after providing direct action learning during pediatrics nursing clinical practice.
KEYWORDS
Action learning, Clinical competence, Problem-solving, Self-efficacy, Team efficacy
REFERENCES
[1] Korean Council for University College Education, Project Design Practice Training Course (2018-41), (2018)
[2] P. Blumberg, “Evaluating the evidence that problem-based learners are self-directed learners: A review of the Literature,” In D. H. Evensen and C. E. Hmelo (Eds.), Problem based learning; A research prospective on learning interactions, NJ: Lawrence Erlbaum Associates, (2000)
[3] I. Cunningham, “The wisdom of strategic learning: The self-managed learning solution (2nd ed.),” London: Gower, (1999)
[4] K. W. Chang and Lee J. E., “An analysis of perceptions of learner-centered education by administrations, inservice teachers, and preservice teachers,” Journal of Learner-Centered Curriculum and Instruction, vol.9, no.1, pp.315-339, (2009)
[5] K. W. Chang and S. I. Ko, “Action learning,” Hakjisa: Seoul, (2014)
[6] G. Gardner, et al., “Nurse practitioner education: Research-based curriculum structure,” Journal of Advanced Nursing, vol.47, no.2, pp.143-152, (2004)
[7] A. Marlow, et al., “Collaborative action learning: A professional development model for educational innovation in nursing,” Nurse Education in Practice, vol.8, no.3, pp.184-189, (2008)
[8] D. Penney and B. Leggett, “Connecting initial teacher education and continuing professional learning through action research and action learning,” Action learning: Research and Practice, vol.2, no.2, pp.153-169, (2005)
[9] Y. M. Kim, “Evaluation of design and operation of action learning based professionalism course for nursing students,” [dissertation], Gwangju: Chonnam National University, (2012)
[10] W. J. Kim and Park J. H., “The effects of an action learning-based nursing ethics education on self-assertiveness and ethical values,” Journal of Muscle Joints Health, (2017); vol.24, no.3, pp.179-186, http://dx.doi.org/10.5953/ JMJH.2017.24.3.179(CrossRef)(Google Scholar)
[11] K. S. Jang and S. J. Park, “Effects of action learning approaches on learning outcomes in nursing management courses,” Journal of Korean Academy of Nursing Administration, (2012), vol.18, no.4, pp.442-451, http://dx.doi.org/10. 11111/jkana.2012.18.4.442(CrossRef)(Google Scholar)
[12] K. S. Jang, et al., “Effects of action learning based creative problem-solving course for nursing students,” Journal of Korean Academy of Nursing Administration. (2014), vol.20, no.5, pp.587-598, http://dx.doi.org/ 10.11111/jkana.2014.20.5.587(CrossRef)(Google Scholar)
[13] L. Yorks, et al., “Action learning; theoretical bases and varieties of practice,” in Action Learning: Successful Strategies for Individual, Team and Organizational Development, San Franscisco: Berrett-Koehler, (1999)
[14] Korean Accreditation Board of Nursing Education, “The accreditation nursing education: Core basic nursing skills protocol,” [Internet], Seoul: Korean Accreditation Board of Nursing Education, (2017) [cited 2017 February 22]
[15] G. H. Kim and M. K. Park, “Comparative study on self-leadership, team efficacy, problem-solving process and task satisfaction of nursing students in response to clinical training,” Journal of Korean Academy Nursing Education, vol.20, no.4, pp.482-490, (2014)
[16] M. R. Eom, et al., “Effects of teaching methods using standardized patients on nursing competence in subcutaneous injection, self-directed learning readiness, and problem-solving ability,” Journal of Korean Academy Nursing, vol.40, no.2, pp.151-160, (2010)
[17] E. H. Chang and S. H. Park, “Effects of self-evaluation using smartphone recording on nursing students’ competency in nursing skills, satisfaction, and learning motivations: Focusing on foley catheterization,” Journal of Korean Academy Fundamental Nursing, (2017), vol.24, no.2, pp.118-127, http://dx.doi.org/10.7739/jkafn. 2017.24.2.118(CrossRef)(Google Scholar)
[18] S. J. Lee, et al., “A study on the development of life-skills: Communication, problem-solving, and self-directed learning,” Seoul: Korean Educational Development Institute, Report No: RR 2003153, (2003)
[19] A. Bandura, “Self-efficacy: The exercise of control,” New York: Freeman, (1997)
[20] S. B. Alavi and J. MacCormick, “The roles of perceived task interdependence and group members’ interdependence in the development of collective efficacy in university student group contexts,” British Journal of Educational Psychology, vol.78, pp.375-393, (2008)
[21] S. Y. Kim, “The relationship between self-efficacy for group work, perceived usefulness, flow, perceived interaction, and learning outcomes in team project-based learning with closed-type SNS,” [dissertation], Seoul: Ehwa Woman’s University, (2016)
[22] L. C. Marshall, “The relationship between efficacy, teamwork, effort and patient satisfaction,” [dissertation], The University of Southern California, (2003)
[23] E. M. Kwon, “The correlation among team efficacy, interpersonal understanding, proactivity in problem solving and team performance,” [master's thesis], Seoul: Ehwa Womans University, (2010)
[24] K. S. Jang, et al., “An analysis of nurse managers’ common fundamental competencies changes and responses to the application of the action learning,” Journal of Korean Academy of Nursing Administration, vol.12, no.3, pp.424-433, (2006)
[25] Y. M. Kim and Y. H. Kim, “Development and evaluation of action learning in clinical practice of nursing management,” The Journal of the Korea Contents Association, (2010), vol.10, no.6, pp.312-322
[26] Y. M. Kim, Evaluation of design and operation of action learning based nursing professionalism course of nursing students,” [dissertation], Gwangju: Chonnam National University, (2012)
[27] K. Y. Im, “Self-efficacy in group investigation collaborative learning,” Theory and practice of Education, vol.16, no.2, pp.19-36, (2011)
[28] K. Rajiah, “Technology enhanced collaborative learning in small group teaching sessions using padlet application: A pilot study,” Research Journal of Pharmacy and Technology, vol.11, no.9, pp.3943-3946, (2018), Doi:10.5958/0974-360x.2018.00724.2(CrossRef)(Google Scholar)
[29] M. S. Park, “A longitudinal study on the factors affecting team performance among college students: The development of team efficacy perspective,” [master's thesis], Asan: Hoseo University, (2018)