Journal of Health And Care
Volume 23, Issue 4 (winter 2022)
JHC 2022, 23(4): 301-312 |
Back to browse issues page
Ethics code: IR.UMSU.REC.1398.219
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Jamshidi H, Parizad N, Hemmati Maslakpak M. The Effect of Problem-Based Learning Approach on Nursing Students' Communication Skills. JHC 2022; 23 (4) :301-312
URL: http://hcjournal.arums.ac.ir/article-1-1320-en.html
URL: http://hcjournal.arums.ac.ir/article-1-1320-en.html
Patient Safety Research Center, Clinical Research Institute, School of Nursing and Midwifery, Urmia University of Medical Sciences, Urmia, Iran
Abstract: (1489 Views)
Background & Aim: Problem-based learning, as a relatively new educational approach, has found a high status in higher-educational institutions. The present study aimed to investigate the effect of problem-based learning on nursing students' communication skills.
Methods: This is a quasi-experimental study, in which a total of 78 fourth-year nursing students were recruited and allocated into two groups of intervention (n=43) and control (n=35). Participants in the intervention group received eight 60-minute sessions of problem-based learning and a post-test was conducted one month after the intervention. Data were collected using a demographic questionnaire and the verbal and non-verbal communication skills questionnaire. Data were first entered into the SPSS statistics, version 16. 0 (SPSS Inc., Chicago, Ill., USA) and then analyzed using independent-samples t-test, paired-samples t-test, and chi-squared test.
Results: There was a statistically significant difference between the mean scores of baseline and the post-intervention verbal communication skills in the control and intervention groups (p<0.05). The results of independent-samples t-test showed that the difference in the mean scores of verbal communication skills was statistically significant between the two groups (p=0.002). Moreover, the difference between the baseline and the post-intervention mean scores of non-verbal communication skills was found to be statistically significant in the control and intervention groups (p<0.05) The results of independent-samples t-test also indicated that the difference in the mean scores of non-verbal communication skills was statistically significant between the two groups (p=0.004).
Conclusion: Problem-based learning has shown to be effective in improving students' verbal and non-verbal communication skills. Therefore, it is recommended to develop students' communication skills by using effective methods of nursing education, especially problem-based learning. Accordingly, students would be able to act more efficiently in the clinical setting and make better clinical decisions.
Methods: This is a quasi-experimental study, in which a total of 78 fourth-year nursing students were recruited and allocated into two groups of intervention (n=43) and control (n=35). Participants in the intervention group received eight 60-minute sessions of problem-based learning and a post-test was conducted one month after the intervention. Data were collected using a demographic questionnaire and the verbal and non-verbal communication skills questionnaire. Data were first entered into the SPSS statistics, version 16. 0 (SPSS Inc., Chicago, Ill., USA) and then analyzed using independent-samples t-test, paired-samples t-test, and chi-squared test.
Results: There was a statistically significant difference between the mean scores of baseline and the post-intervention verbal communication skills in the control and intervention groups (p<0.05). The results of independent-samples t-test showed that the difference in the mean scores of verbal communication skills was statistically significant between the two groups (p=0.002). Moreover, the difference between the baseline and the post-intervention mean scores of non-verbal communication skills was found to be statistically significant in the control and intervention groups (p<0.05) The results of independent-samples t-test also indicated that the difference in the mean scores of non-verbal communication skills was statistically significant between the two groups (p=0.004).
Conclusion: Problem-based learning has shown to be effective in improving students' verbal and non-verbal communication skills. Therefore, it is recommended to develop students' communication skills by using effective methods of nursing education, especially problem-based learning. Accordingly, students would be able to act more efficiently in the clinical setting and make better clinical decisions.
Type of Study: quasi-experimental |
Subject:
Nursing education
Received: 2021/10/28 | Accepted: 2022/02/22 | Published: 2022/03/20
Received: 2021/10/28 | Accepted: 2022/02/22 | Published: 2022/03/20
References
1. FakhrMovahedi A, Salsali M, Negarandeh R, Rahnavard Z [Exploring contextual factors of the nurse-patient relationship: A qualitative study]. Koomesh .2011;13(1): 23-34 [Persian].
2. Wigham C, Chanier T. A study of verbal and nonverbal communication in second life- the ARCHI21 experience. Journal of the European Association for Computer Assisted Language Learning. 2013;25(01):63-84. [DOI:10.1017/S0958344012000250]
3. Burke M, Lenience R, Heinemann E ABCDS of professional introduction Teaching nursing student the most fundamental of all communication skills. Nurse Educator. 2016;41(3):115-16. [DOI:10.1097/NNE.0000000000000216] [PMID]
4. Dinh M, Walker A, Parameswaran A, Enright N. Evaluating the quality of care delivered by an emergency department fast track unit with both nurse practitioners and doctors. Australasian Emergency Nursing Journal. 2012;15(4):188-94. [DOI:10.1016/j.aenj.2012.09.001] [PMID]
5. Castille K, Robinson J. Balancing quality with productivity: Karen Castille and Jane Robinson describe a study of senior nurses that has helped them to target their time more effectively on activities that improve patient care. Nursing Management. 2011;18(2):14-20. [DOI:10.7748/nm2011.05.18.2.14.c8482] [PMID]
6. Charlene MS. A tool for cognitive Rehearsal. Journal of Continuing Education in Nursing. 2011;42(12):535-36 . [DOI:10.3928/00220124-20111118-03] [PMID]
7. Managheb E, Zamani A, Shams B, Farajzadegan Z. The effect of communication skills training through video feedback method on interns' clinical competency. Iranian Journal of Medical Education. 2010;10(2):164-70 [Persian].
8. Köse SD Evaluation of Emotional Intelligence and Communication Skills of Health Care Manager Candidates: A Structural Equation Modeling. International Journal of Business and Social Science. 2013;4(13):115-23 .
9. Barnard A, Ganca L Using communication skills for difficult conversations in palliative care:'Suffering is not a question which demands an answer, It is not a problem which demands a solution, It is a mystery which demands a "Presence"'(Anonymous). Continuing Medical Education. 2011;29(7):282-4.
10. Wang W, Liang Z, Blazeck A, Greene B. Improving Chinese nursing students' communication skills by utilizing video-stimulated recall and role-play case scenarios to introduce them to the SBAR technique. Nurse Eduction Today. 2015;35(7):881-87. [DOI:10.1016/j.nedt.2015.02.010] [PMID]
11. Gausvik C, Lautar A, Miller L, Pallerla H, Schlaudecker J Structured nursing communication on interdisciplinary acute care teams improves perceptions of safety, efficiency, understanding of care plan and teamwork as well as job satisfaction. Journal of Multidisciplinary Healthcare .2015;8:33-7 [DOI:10.2147/JMDH.S72623] [PMID] [PMCID]
12. Smith S, Adam D, Kirkpatrick P, McRobie G Using solution-focused communication to support patients. Nursing Standard .2011; 31; 25 (52): 42. [DOI:10.7748/ns2011.08.25.52.42.c8675] [PMID]
13. Rosenberg s, silver LG Therapeutic communication skills and student nurses in the clinical setting. Teaching & Learning in nursing .2011; 6: 2-8 . [DOI:10.1016/j.teln.2010.05.003]
14. Jvaher A, Khaghanizadeh M, Ebadi A [Study of Communication Skills in Nursing Students and its Association with Demographic Characteristics]. Iranian Journal of Medical Education. 2014; 14 (1): 23-31.
15. Mirzakhani N, Sheikh Fendreski T, Tabatabaee SM, Oltani-arabshahi KS. A survey on communication skills of undergraduate student of shahid Beheshti University of Medical Sciences، Faculty of Rehabilitation in in the academic year 2011-2012. The Scientific Journal of Rehabilitation Medicine. 2014;3(1):51-7 [Persian].
16. Taylor RR, Lee SW, Kielhofner G, Ketkar M. Therapeutic use of self: A nationwide survey of practitioners' attitudes and experiences. American Journal of Occupational Therapy. 2009;63(2):198-207. [DOI:10.5014/ajot.63.2.198] [PMID]
17. hasan por dehkordi a, kheiri s, shahrani m The effect of teaching using, problem base learning and lecture on behavior, attitude and learning of nursing (BSc) students. Journal of Shahrekord Uuniversity of Medical Sciences .2006;8(3):76-82 [Persian].
18. Noohi E, Abaszadeh A, Maddah SB, Borhani F. Collaborative learning experiences in problem-based learning (PBL) education: a qualitative study. Journal of Qualitative Research in Health Sciences. 2013;1(4):255-67 [Persian].
19. Chunta KS, Katrancha ED Using problem-based learning in staff development: strategies for teaching registered nurses and new graduate nurses. The Journal of Continuing Education in Nursing . 2010;41(12):557-64 . [DOI:10.3928/00220124-20100701-06]
20. Usher K, Woods C, Parmenter G, Hutchinson M, Mannix J, Power T, et al Self-reported confidence in patient safety knowledge among Australian undergraduate nursing students: a multi-site cross-sectional survey study .International journal of nursing studies .2017;71:89-96. [DOI:10.1016/j.ijnurstu.2017.03.006] [PMID]
21. Rostami H, Golchin M, Mirzaei A. Evaluation of communication skills of nurses from hospitalized patients' perspective. Journal of Urmia Nursing & Midwifery Faculty. 2012;10(1):27-34 [Persian].
22. Hemmati M, Orujlu S, Khalkhali H. The effect of problem-based learning training on nursing students' critical thinking skills. The Journal of Medical Education and Development. 2014;9(1):24-33 [Persian].
23. Hemmati M, Sheikhbaglu M, Baghaie R. Relationship between the communication skill of nurse-patient with patient safety in the critical care units. Journal of Clinical Nursing and Midwifery. 2014;3(2):77-84 [Persian].
24. Najah A, Rohmah A, Susilo H. The implementation of the problem based learning (PBL) model improves students' oral communication skills through lesson study. Journal of Physics: Conference Series: IOP Publishing; 2019. [DOI:10.1088/1742-6596/1227/1/012004]
25. Sayyah M, Shirbandi K, Saki-Malehi A, Rahim F. Use of a problem-based learning teaching model for undergraduate medical and nursing education: a systematic review and meta-analysis. Advances in Medical Education and Practice. 2017;8:691-700 [Persian]. [DOI:10.2147/AMEP.S143694] [PMID] [PMCID]
26. Khatiban M, Falahan SN, Amini R, Farahanchi A, Soltanian A. Lecture-based versus problem-based learning in ethics education among nursing students. Nursing Ethics. 2019;26(6):1753-64 [Persian]. [DOI:10.1177/0969733018767246] [PMID]
27. Li Y, Wang X, Zhu X-r, Zhu Y-x, Sun J Effectiveness of problem-based learning on the professional communication competencies of nursing students and nurses: A systematic review Nurse education in practice 2019;37:45-55. [DOI:10.1016/j.nepr.2019.04.015] [PMID]
28. Matthew-Maich N, Martin L, Hammond C, Palma A, Pavkovic M, Sheremet D, et al. Nursing students' perceptions of effective problem-based learning tutors. Nursing Standard. 2016;31(12):48-59. [DOI:10.7748/ns.2016.e10318] [PMID]
29. Terashita T, Tamura N, Kisa K, Kawabata H, Ogasawara K. Problem-based learning for radiological technologists: a comparison of student attitudes toward plain radiography. BMC Medical Education. 2016;16(1):1-7. [DOI:10.1186/s12909-016-0753-7] [PMID] [PMCID]
30. Mohammadi M, Naseri Jahromi R, Rasekh Jahromi A, Mokhtari Z, AllameZade M, Tanasan M, et al. The Effects of COMFORT Education on Nurses' Attitude towards Communication Skills. Research in Medical Education. 2018;10(4):23-30. [DOI:10.29252/rme.10.4.23]
31. Bambaeeroo F, Shokrpour N. The impact of the teachers' non-verbal communication on success in teaching. Journal of advances in medical education & professionalism. 2017;5(2):51.
32. Dring JC Problem-Based Learning-Experiencing and understanding the prominence during Medical School: Perspective .Annals of Medicine and Surgery. 2019;47:27-8. [DOI:10.1016/j.amsu.2019.09.004] [PMID] [PMCID]
33. Yadav RL, Piryani RM, Deo GP, Shah DK, Yadav LK, Islam MN Attitude and perception of undergraduate medical students toward the problem-based learning in Chitwan Medical College, .Nepal Advances in medical education and practice. 2018;9:317-322. [DOI:10.2147/AMEP.S160814] [PMID] [PMCID]
34. Smits PB, Buisonje CD, Verbeek JH, Van Dijk FJ, Metz JC, Ten Cate OJ. Problem based learning versus lecture-based learning in postgraduate medical education. Scandinavian Journal of Work, Environment & Health. 2003;29(4):280-87. [DOI:10.5271/sjweh.732] [PMID]
35. Ataei N, Panjehpour M. Comparison of the effectiveness of problem-based learning with the lecture-based method in teaching metabolic biochemistry. Iranian Journal of Medical Education. 2012;11(9):1319-25 [Persian].
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |