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Comparison of Learning Transfer Using Simulation Problem-Based Learning and Demonstration: An Application of Papanicolaou Smear Nursing Education

Author

Listed:
  • Jeongim Lee

    (Department of Nursing, Eulji University, Seongnam City 13135, Korea)

  • Hae Kyoung Son

    (Department of Nursing, Eulji University, Seongnam City 13135, Korea)

Abstract

The purpose of this study was to compare the effects of simulation problem-based learning (S-PBL), a type of learning that reflects various clinical situations, and demonstration-based learning, a conventional type of learning that shows clinical skill performance, of Papanicolaou smear education on the self-confidence, learner satisfaction, and critical thinking of nursing students. A quasi-experimental control group pretest-posttest design was used. Nursing students who were classified as advanced beginners were randomly allocated to the control group ( n = 53) or the experimental group ( n = 52). Students in the control group participated in a conventional demonstration of a Papanicolaou smear, while students in the experimental group participated in S-PBL. The students’ self-confidence, learner satisfaction, and critical thinking were measured via a self-reported questionnaire. Compared with the control group, self-confidence, learner satisfaction, and critical thinking increase significantly more ( p < 0.001) in the experimental group. S-PBL was found to be an effective strategy for improving learning transfer, applying learned nursing knowledge to simulated nursing situations. Thus, S-PBL is recommended to improve training in nursing education.

Suggested Citation

  • Jeongim Lee & Hae Kyoung Son, 2021. "Comparison of Learning Transfer Using Simulation Problem-Based Learning and Demonstration: An Application of Papanicolaou Smear Nursing Education," IJERPH, MDPI, vol. 18(4), pages 1-13, February.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:4:p:1765-:d:497797
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