Background: Problem based learning (PBL) is an innovative way of delivering instruction in which problems are used as the basis of learning. Problem based learning was developed in the 1960s by Harold Barrows at McMas...Background: Problem based learning (PBL) is an innovative way of delivering instruction in which problems are used as the basis of learning. Problem based learning was developed in the 1960s by Harold Barrows at McMaster University Medical School in Canada. Since then, PBL had been im-plemented as a teaching method in other reputable education institutions internationally, includ-ing nursing education. Curriculum reform is proposed through PBL in conjunction with patient simulation in undergraduate nursing education. The first author, Tan Kan Ku, PhD Candidate, MHS (Transcultural Mental Health—by Research) worked as a Registered Nurse for more than two decades internationally in England, New Zealand, Saudi Arabia and Australia, where she worked as a Case Manager in Community Mental Health Rehabilitation Program. Since 2001, she focused on nurse education and research into the stigma of mental illness from a cross-cultural perspective. Currently, she teaches Mental Health, Cultural Diversity and Research in the Diploma of Nursing course at Victoria University in Melbourne, Australia, while completing her PhD thesis for examination at Charisma University. The second author, Dr. Michael Ha, FSA, MAAA, CFA, CPA (Australia) FRM, PRM, LLM, is the Founding Director of the MSc Financial Mathematics programme at Xian Jiaotong-Liverpool University. He was previously Vice President of Strategic Business In-itiatives Units at ING Life Insurance in its Taiwan operation. Ninety percent of his students are enrolled in the Financial Mathematics programme. They learn not only mathematics and statistics theories but also their applications in the Finance and Investment areas, especially Portfolio Con-struction and Financial Risk Management. Creating a real-world Finance work environment in university lecture-halls embracing theories and practice, Dr. Ha strongly believes the PBL method can be employed in the Financial Mathematics training agenda so students can be better-prepared for work. Students are no longer instructed-learners but active thinkers and problem-solvers. Conclusion: Educators in fields such as Medical, Nursing, Engineering, Financial Mathematics, Ac-counting, Computing, etc., need to be prepared to change their teaching philosophy from didactic to problem solving for PBL to be implemented. Constructive alignment is recommended for curri-culum reform.展开更多
The inverse problem for harmonic waves and wave packets was studied based on a full dispersive wave equation. First, a full dispersive wave equation which describes wave propagation in nondissipative microstructured l...The inverse problem for harmonic waves and wave packets was studied based on a full dispersive wave equation. First, a full dispersive wave equation which describes wave propagation in nondissipative microstructured linear solids is established based on the Mindlin theory, and the dispersion characteristics are discussed. Second, based on the full dispersive wave equation, an inverse problem for determining the four unknown coefficients of wave equa- tion is posed in terms of the frequencies and corresponding wave numbers of four different harmonic waves, and the inverse problem is demonstrated with rigorous mathematical theory. Research proves that the coefficients of wave equation related to material properties can be uniquely determined in cases of normal and anomalous dispersions by measuring the frequen- cies and corresponding wave numbers of four different harmonic waves which propagate in a nondissipative microstructured linear solids.展开更多
Background: Ophthalmology is an important medical science subject, but it is given with insufficient attention in undergraduate medical education. Flipped classroom(FC) and problem-based learning(PBL) are well-known e...Background: Ophthalmology is an important medical science subject, but it is given with insufficient attention in undergraduate medical education. Flipped classroom(FC) and problem-based learning(PBL) are well-known education methods that can be integrated into ophthalmology education to improve students' competence level and promote active learning. Methods: We used a mixed teaching methodology that integrated a FC and PBL into a 1-week ophthalmology clerkship for 72 fourth-year medical students. The course includes two major sessions: FC session and PBL session, relying on clinical and real-patient cases. Written examinations were set up to assess students' academic performance and questionnaires were designed to evaluate their perceptions. Results: The post-course examination results were higher than the pre-course results, and many students gained ophthalmic knowledge and learning skills to varying levels. Comparison of pre-and post-course questionnaires indicated that interests in ophthalmology increased and more students expressed desires to be eye doctors. Most students were satisfied with the new method, while some suggested the process should be slower and the communication with their teacher needed to strengthen.Conclusions: FC and PBL are complementary methodologies. Utilizing the mixed teaching meth of FC and PBL was successful in enhancing academic performance, student satisfactions and promoting active learning.展开更多
Objective: To explore the application effect of flipped classroom combined with problem-based learning teaching method in clinical skills teaching of standardized training for resident doctors of traditional Chinese M...Objective: To explore the application effect of flipped classroom combined with problem-based learning teaching method in clinical skills teaching of standardized training for resident doctors of traditional Chinese Medicine. Methods: The study used the experimental control method. The study lasted from September to November 2022. The subjects of this study were 49 students of standardized training for resident doctors of traditional Chinese Medicine from grades 2020, 2021 and 2022 of Dazhou integrated TCM & Western Medicine Hospital. They were randomly divided into experiment group (25) and control group (24). The experiment group adopted flipped classroom combined with problem-based learning teaching method, and the control group adopted traditional teaching method. The teaching content was 4 basic clinical skill projects, including four diagnoses of traditional Chinese Medicine, cardiopulmonary resuscitation, dressing change procedure, acupuncture and massage. The evaluation method was carried out by comparing the students’ performance and a self-designed questionnaire was used to investigate the students’ evaluation of the teaching method. Results: The test scores of total scores in the experimental group (90.12 ± 5.89) were all higher than those in the control group (81.47 ± 7.96) (t = 4.53, P P Conclusions: The teaching process of the flipped classroom combined with problem-based learning teaching method is conducive to improving the efficiency of classroom teaching, cultivating students’ self-learning ability, and enhancing students’ willingness to learn.展开更多
Introduction: Nursing students’ experiences during the pandemic provoked social isolation, the way to learn and every context increasing their stress and anxiety leading to drug use and abuse, among others. Problem-b...Introduction: Nursing students’ experiences during the pandemic provoked social isolation, the way to learn and every context increasing their stress and anxiety leading to drug use and abuse, among others. Problem-based learning (PBL) is a pedagogic strategy to strengthen significant learning;then the objective was to establish PBL influence in nursing students’ experiences on drug use and abuse during COVID-19 contingency. Methods: Qualitative, phenomenological and descriptive paradigm, 12 female and male nursing students aged 20 - 24 years old from the 5<sup>th</sup> and 6<sup>th</sup> semesters participated. Information collection was through semi-structured interview and a deep one in four cases. A guide of questions about: How the pandemic impacted your life? How did you face it? And what did you learn during this process? Those questions were used. Qualitative data analysis was based on De Souza Minayo, and signed informed consent was obtained from participants. Results: Students’ experiences allowed four categories to emerge, with six sub-categories. Category I. Students’ experiences on drug use and abuse facing the sanitary contingency;Category II. Students’ skills development to identify a problem and design of appropriate solutions;Category III. Developing skills to favor interpersonal relationships;Category IV. Influence of PBL in nursing students’ experiences on drug use and abuse during the COVID-19 contingency. Conclusion: PBL favored analysis and thoughts in nursing students’ experiences on drug use and abuse during the COVID-19 contingency, they worked collaboratively, developed resilience to daily life situations, and implemented stress coping strategies with their significant learning, which diminished their risk behavior.展开更多
The objective of the study is to examine the effects of Problem based English writing instruction on Thai Upper secondary school students' critical thinking abilities and argumentative writing skill.In this study,...The objective of the study is to examine the effects of Problem based English writing instruction on Thai Upper secondary school students' critical thinking abilities and argumentative writing skill.In this study,the researcher constructed 18weeks' training in a prestigious secondary school M6 level.The instruments used in this research include lesson plans,writing assignments,instructional material and topics.Critical thinking pre- test and post test were used to measure students' critical thinking development.Scoring rubric was designed to measure students' argumentative writing development.The data were analyzed using mean,t-test,correlation through SPSS system.The results of the analyses reveal that 1) students who learn through Problem based English Writing Instruction gained significantly higher average scores on the critical thinking post test than the critical thinking pre-test at the significance level of 0.05 and the mean difference is 0.5 which is referred to large effect;2) students who learn through Problem based English Writing Instruction gained significantly higher average score on their fifth argumentative writing assignment than the average score of their first argumentative writing assignment at the significance level of 0.05,with the mean of the effect size at 0.84 which referred to large effect.Problem-based English writing instruction was proved to be an effective way in improving students' Critical thinking and argumentative writing.展开更多
Objective:The objective of this study is to evaluate the learning experience effect of online problem‑based learning(PBL)and case‑based learning(CBL)in teaching disaster nursing.Methods:According to the characteristic...Objective:The objective of this study is to evaluate the learning experience effect of online problem‑based learning(PBL)and case‑based learning(CBL)in teaching disaster nursing.Methods:According to the characteristics of online PBL and CBL,the revised curriculum experience questionnaire(CEQ)was used to evaluate the teaching quality.Cronbach’s coefficient and the reliability of the split‑half reliability questionnaire were calculated.The exploratory factor analysis of 26 items was carried out by principal component analysis and maximum variance rotation method.Kaiser‑Meyer‑Olkin(KMO)and Bartlett’s tests were used to test the validity of the questionnaire.The comparison between groups was performed by one‑way analysis of variance.Results:A total of 191 questionnaires were issued and 183 copies were recovered,with a recovery rate of 95.8%.The Cronbach’s alpha coefficient of CEQ is 0.929,and the Cronbach’s alpha coefficient of each dimension is between 0.713 and 0.924.After factor analysis,the KMO value was 0.817.The 26 items finally returned to 6 principal components,and all factor load values were above 0.7,indicating good factor analysis effect.This study found that students who learned disaster nursing had an ideal online learning experience,and the average value of CEQ was 3.74±0.42.In particular,male students,senior students or medical students had a higher curriculum experience score.In addition,compared with the national recruitment,the international students have higher curriculum experience score on the dimension of Appropriate Assessment Scale,indicating that the international students are more inclined to use online PBL and CBL.Conclusions:Using the revised CEQ is an innovative approach to evaluate the effect of online PBL and CBL in teaching disaster nursing,which can improve students’experience and curriculum quality.展开更多
Introduction: The purposes of this study were to describe the simulation integrated with problem-based learning (SIM-PBL) module to educate the nursing process for clients with hypertension and to evaluate its effecti...Introduction: The purposes of this study were to describe the simulation integrated with problem-based learning (SIM-PBL) module to educate the nursing process for clients with hypertension and to evaluate its effectiveness on nursing students’ self-efficacy (SE). Methods: This study was a one group pre- and post-test design. Twenty five students received a 5-hour SIM-PBL program focused on nursing care of clients with hypertension. A newly developed self-report questionnaire was used to assess SE in four areas of the nursing process with a scale of 0 (not at all confident) to 10 (totally confident). The four areas were subjective data assessment, physical examination, prioritizing nursing care and health promotion advices. Results: At baseline, students’ SE ranged from 5.5 ± 1.4 (prioritizing nursing care) to 7.6 ± 1.4 (subjective data assessment). After SIM-PBL education, all areas of nursing process presented statistically significant improvements of SE. The improvements were most noticeable in prioritizing nursing care. Conclusion: The SIM-PBL module was effective in improving the students’ self-efficacy in the nursing process for patients with hypertension. Further studies are recommended in developing SIM-PBL modules for diverse nursing topics and evaluating their effectiveness in various aspects of students’ competency.展开更多
Objectives: The study’s aims to determine and assess the application of problem-based learning to undergraduate nursing students. Background: Nursing students are the upcoming health care delivery system;according to...Objectives: The study’s aims to determine and assess the application of problem-based learning to undergraduate nursing students. Background: Nursing students are the upcoming health care delivery system;according to their standard of learning, it will affect their clinical training. Method: The study design is a case study review, the data was collected using many articles related to problem-based learning collected from E-books and E-journals websites like CINAHEL, Google Scholar, etc. After that, the data was analyzed and evaluated related to the application of problem-based learning on undergraduate nursing students. Result: The result appeared that most of the research proved and supported that the application of problem-based learning is effective for undergraduate nursing students, and students can solve patients’ problems in a better way. Conclusion: In conclusion, problem-based learning is an essential part of the nursing diagnosis process that will increase knowledge, and performance, and merge it with the nursing concepts.展开更多
For the expected value formulation of stochastic linear complementarity problem, we establish modulus-based matrix splitting iteration methods. The convergence of the new methods is discussed when the coefficient matr...For the expected value formulation of stochastic linear complementarity problem, we establish modulus-based matrix splitting iteration methods. The convergence of the new methods is discussed when the coefficient matrix is a positive definite matrix or a positive semi-definite matrix, respectively. The advantages of the new methods are that they can solve the large scale stochastic linear complementarity problem, and spend less computational time. Numerical results show that the new methods are efficient and suitable for solving the large scale problems.展开更多
It was the first time that the Intergovernmental Panel on Climate Change(IPCC),which was founded in 1988,regarded climate change as a significant international political problem(O'Brien and Williams 2007).Over the...It was the first time that the Intergovernmental Panel on Climate Change(IPCC),which was founded in 1988,regarded climate change as a significant international political problem(O'Brien and Williams 2007).Over the next decades,environmentalist and policy makers have been applying many efficient ways to solve various environmental problems and have gained achievements.With the support of successful cases,this paper will focus on the market-based solutions and discuss its advantages compared with the conventional approach.展开更多
目的探讨学生主导的角色扮演联合以问题为基础的教学法(problem based learning,PBL)/案例教学法(case based learning,CBL)在儿科临床教学中的效果。方法选取2021年2—6月重庆医科大学儿科学院本科见习生中的105名学生作为研究对象,按...目的探讨学生主导的角色扮演联合以问题为基础的教学法(problem based learning,PBL)/案例教学法(case based learning,CBL)在儿科临床教学中的效果。方法选取2021年2—6月重庆医科大学儿科学院本科见习生中的105名学生作为研究对象,按照教学方法的不同将2021年2—3月的44名本科见习生设为非演员组,将2021年4—6月的61名本科见习生设为演员组。非演员组采用PBL联合CBL教学法,演员组在非演员组的基础上给予学生主导的角色扮演教学法。比较2组的准备指标、教学效果、教学满意度。结果演员组的表演前花费时间[(7.13±3.58)分]短于非演员组[(8.23±5.38)分]、文献阅读量[(2.66±2.54)分]少于非演员组[(4.05±4.79)分],差异有统计学意义(P<0.05)。演员组的提高临床思维能力[(2.36±0.23)分]、增强团队协作[(2.33±0.32)分]、提高组织能力[(2.35±0.24)分]、提高学生之间亲密度[(2.47±0.14)分]和提高与老师的亲密度[(2.33±0.26)分]得分均高于非演员组[(2.01±0.17)分、(2.01±0.11)分、(2.03±0.14)分、(2.04±0.09)分、(1.94±0.11)分],差异有统计学意义(P<0.05)。演员组的教学满意度评分为(75.0±15.0)分,高于非演员组的(61.0±14.0)分,差异有统计学意义(P<0.05)。结论学生主导的角色扮演教学法在儿科实践教学中的应用效果显著,能够缩短表演前花费时间,减少文献阅读量,提升教学效果,提高教学满意度。展开更多
文摘Background: Problem based learning (PBL) is an innovative way of delivering instruction in which problems are used as the basis of learning. Problem based learning was developed in the 1960s by Harold Barrows at McMaster University Medical School in Canada. Since then, PBL had been im-plemented as a teaching method in other reputable education institutions internationally, includ-ing nursing education. Curriculum reform is proposed through PBL in conjunction with patient simulation in undergraduate nursing education. The first author, Tan Kan Ku, PhD Candidate, MHS (Transcultural Mental Health—by Research) worked as a Registered Nurse for more than two decades internationally in England, New Zealand, Saudi Arabia and Australia, where she worked as a Case Manager in Community Mental Health Rehabilitation Program. Since 2001, she focused on nurse education and research into the stigma of mental illness from a cross-cultural perspective. Currently, she teaches Mental Health, Cultural Diversity and Research in the Diploma of Nursing course at Victoria University in Melbourne, Australia, while completing her PhD thesis for examination at Charisma University. The second author, Dr. Michael Ha, FSA, MAAA, CFA, CPA (Australia) FRM, PRM, LLM, is the Founding Director of the MSc Financial Mathematics programme at Xian Jiaotong-Liverpool University. He was previously Vice President of Strategic Business In-itiatives Units at ING Life Insurance in its Taiwan operation. Ninety percent of his students are enrolled in the Financial Mathematics programme. They learn not only mathematics and statistics theories but also their applications in the Finance and Investment areas, especially Portfolio Con-struction and Financial Risk Management. Creating a real-world Finance work environment in university lecture-halls embracing theories and practice, Dr. Ha strongly believes the PBL method can be employed in the Financial Mathematics training agenda so students can be better-prepared for work. Students are no longer instructed-learners but active thinkers and problem-solvers. Conclusion: Educators in fields such as Medical, Nursing, Engineering, Financial Mathematics, Ac-counting, Computing, etc., need to be prepared to change their teaching philosophy from didactic to problem solving for PBL to be implemented. Constructive alignment is recommended for curri-culum reform.
基金supported by the National Natural Science Foundation of China(10862003,40564001)the Innovative Research Team Building Programs of Inner Mongolia University for Nationalities
文摘The inverse problem for harmonic waves and wave packets was studied based on a full dispersive wave equation. First, a full dispersive wave equation which describes wave propagation in nondissipative microstructured linear solids is established based on the Mindlin theory, and the dispersion characteristics are discussed. Second, based on the full dispersive wave equation, an inverse problem for determining the four unknown coefficients of wave equa- tion is posed in terms of the frequencies and corresponding wave numbers of four different harmonic waves, and the inverse problem is demonstrated with rigorous mathematical theory. Research proves that the coefficients of wave equation related to material properties can be uniquely determined in cases of normal and anomalous dispersions by measuring the frequen- cies and corresponding wave numbers of four different harmonic waves which propagate in a nondissipative microstructured linear solids.
基金supported by National Natural Science Foundation of China for Young Scientist (81200686, 81400426)Research Fund for the Doctoral Program of Higher Education of China (20120171120108)+1 种基金Natural Science Foundation of Guangdong Province, China(S2011040005378)Fundamental Research Funds for the Central Universities (11ykpy65, 15ykpy31)
文摘Background: Ophthalmology is an important medical science subject, but it is given with insufficient attention in undergraduate medical education. Flipped classroom(FC) and problem-based learning(PBL) are well-known education methods that can be integrated into ophthalmology education to improve students' competence level and promote active learning. Methods: We used a mixed teaching methodology that integrated a FC and PBL into a 1-week ophthalmology clerkship for 72 fourth-year medical students. The course includes two major sessions: FC session and PBL session, relying on clinical and real-patient cases. Written examinations were set up to assess students' academic performance and questionnaires were designed to evaluate their perceptions. Results: The post-course examination results were higher than the pre-course results, and many students gained ophthalmic knowledge and learning skills to varying levels. Comparison of pre-and post-course questionnaires indicated that interests in ophthalmology increased and more students expressed desires to be eye doctors. Most students were satisfied with the new method, while some suggested the process should be slower and the communication with their teacher needed to strengthen.Conclusions: FC and PBL are complementary methodologies. Utilizing the mixed teaching meth of FC and PBL was successful in enhancing academic performance, student satisfactions and promoting active learning.
文摘Objective: To explore the application effect of flipped classroom combined with problem-based learning teaching method in clinical skills teaching of standardized training for resident doctors of traditional Chinese Medicine. Methods: The study used the experimental control method. The study lasted from September to November 2022. The subjects of this study were 49 students of standardized training for resident doctors of traditional Chinese Medicine from grades 2020, 2021 and 2022 of Dazhou integrated TCM & Western Medicine Hospital. They were randomly divided into experiment group (25) and control group (24). The experiment group adopted flipped classroom combined with problem-based learning teaching method, and the control group adopted traditional teaching method. The teaching content was 4 basic clinical skill projects, including four diagnoses of traditional Chinese Medicine, cardiopulmonary resuscitation, dressing change procedure, acupuncture and massage. The evaluation method was carried out by comparing the students’ performance and a self-designed questionnaire was used to investigate the students’ evaluation of the teaching method. Results: The test scores of total scores in the experimental group (90.12 ± 5.89) were all higher than those in the control group (81.47 ± 7.96) (t = 4.53, P P Conclusions: The teaching process of the flipped classroom combined with problem-based learning teaching method is conducive to improving the efficiency of classroom teaching, cultivating students’ self-learning ability, and enhancing students’ willingness to learn.
文摘Introduction: Nursing students’ experiences during the pandemic provoked social isolation, the way to learn and every context increasing their stress and anxiety leading to drug use and abuse, among others. Problem-based learning (PBL) is a pedagogic strategy to strengthen significant learning;then the objective was to establish PBL influence in nursing students’ experiences on drug use and abuse during COVID-19 contingency. Methods: Qualitative, phenomenological and descriptive paradigm, 12 female and male nursing students aged 20 - 24 years old from the 5<sup>th</sup> and 6<sup>th</sup> semesters participated. Information collection was through semi-structured interview and a deep one in four cases. A guide of questions about: How the pandemic impacted your life? How did you face it? And what did you learn during this process? Those questions were used. Qualitative data analysis was based on De Souza Minayo, and signed informed consent was obtained from participants. Results: Students’ experiences allowed four categories to emerge, with six sub-categories. Category I. Students’ experiences on drug use and abuse facing the sanitary contingency;Category II. Students’ skills development to identify a problem and design of appropriate solutions;Category III. Developing skills to favor interpersonal relationships;Category IV. Influence of PBL in nursing students’ experiences on drug use and abuse during the COVID-19 contingency. Conclusion: PBL favored analysis and thoughts in nursing students’ experiences on drug use and abuse during the COVID-19 contingency, they worked collaboratively, developed resilience to daily life situations, and implemented stress coping strategies with their significant learning, which diminished their risk behavior.
文摘The objective of the study is to examine the effects of Problem based English writing instruction on Thai Upper secondary school students' critical thinking abilities and argumentative writing skill.In this study,the researcher constructed 18weeks' training in a prestigious secondary school M6 level.The instruments used in this research include lesson plans,writing assignments,instructional material and topics.Critical thinking pre- test and post test were used to measure students' critical thinking development.Scoring rubric was designed to measure students' argumentative writing development.The data were analyzed using mean,t-test,correlation through SPSS system.The results of the analyses reveal that 1) students who learn through Problem based English Writing Instruction gained significantly higher average scores on the critical thinking post test than the critical thinking pre-test at the significance level of 0.05 and the mean difference is 0.5 which is referred to large effect;2) students who learn through Problem based English Writing Instruction gained significantly higher average score on their fifth argumentative writing assignment than the average score of their first argumentative writing assignment at the significance level of 0.05,with the mean of the effect size at 0.84 which referred to large effect.Problem-based English writing instruction was proved to be an effective way in improving students' Critical thinking and argumentative writing.
基金This work was supported in part by the 22nd Batch of Teaching Reform Research Projects of Jinan University(JG2020080)Teaching Quality and Teaching Reform Project of Undergraduate University of Guangdong in China(2017,2020)+2 种基金Undergraduate Training Programs for Innovation and Entrepreneurship of Jinan University in China(no.CX20157,CX20145)Traditional Chinese Medicine Bureau of Guangdong in China(no.20161065 and 20201075)National Health and Family Planning Commission of Guangdong in China(no.A2016583,A2017228,A2017140 and A2020137).
文摘Objective:The objective of this study is to evaluate the learning experience effect of online problem‑based learning(PBL)and case‑based learning(CBL)in teaching disaster nursing.Methods:According to the characteristics of online PBL and CBL,the revised curriculum experience questionnaire(CEQ)was used to evaluate the teaching quality.Cronbach’s coefficient and the reliability of the split‑half reliability questionnaire were calculated.The exploratory factor analysis of 26 items was carried out by principal component analysis and maximum variance rotation method.Kaiser‑Meyer‑Olkin(KMO)and Bartlett’s tests were used to test the validity of the questionnaire.The comparison between groups was performed by one‑way analysis of variance.Results:A total of 191 questionnaires were issued and 183 copies were recovered,with a recovery rate of 95.8%.The Cronbach’s alpha coefficient of CEQ is 0.929,and the Cronbach’s alpha coefficient of each dimension is between 0.713 and 0.924.After factor analysis,the KMO value was 0.817.The 26 items finally returned to 6 principal components,and all factor load values were above 0.7,indicating good factor analysis effect.This study found that students who learned disaster nursing had an ideal online learning experience,and the average value of CEQ was 3.74±0.42.In particular,male students,senior students or medical students had a higher curriculum experience score.In addition,compared with the national recruitment,the international students have higher curriculum experience score on the dimension of Appropriate Assessment Scale,indicating that the international students are more inclined to use online PBL and CBL.Conclusions:Using the revised CEQ is an innovative approach to evaluate the effect of online PBL and CBL in teaching disaster nursing,which can improve students’experience and curriculum quality.
文摘Introduction: The purposes of this study were to describe the simulation integrated with problem-based learning (SIM-PBL) module to educate the nursing process for clients with hypertension and to evaluate its effectiveness on nursing students’ self-efficacy (SE). Methods: This study was a one group pre- and post-test design. Twenty five students received a 5-hour SIM-PBL program focused on nursing care of clients with hypertension. A newly developed self-report questionnaire was used to assess SE in four areas of the nursing process with a scale of 0 (not at all confident) to 10 (totally confident). The four areas were subjective data assessment, physical examination, prioritizing nursing care and health promotion advices. Results: At baseline, students’ SE ranged from 5.5 ± 1.4 (prioritizing nursing care) to 7.6 ± 1.4 (subjective data assessment). After SIM-PBL education, all areas of nursing process presented statistically significant improvements of SE. The improvements were most noticeable in prioritizing nursing care. Conclusion: The SIM-PBL module was effective in improving the students’ self-efficacy in the nursing process for patients with hypertension. Further studies are recommended in developing SIM-PBL modules for diverse nursing topics and evaluating their effectiveness in various aspects of students’ competency.
文摘Objectives: The study’s aims to determine and assess the application of problem-based learning to undergraduate nursing students. Background: Nursing students are the upcoming health care delivery system;according to their standard of learning, it will affect their clinical training. Method: The study design is a case study review, the data was collected using many articles related to problem-based learning collected from E-books and E-journals websites like CINAHEL, Google Scholar, etc. After that, the data was analyzed and evaluated related to the application of problem-based learning on undergraduate nursing students. Result: The result appeared that most of the research proved and supported that the application of problem-based learning is effective for undergraduate nursing students, and students can solve patients’ problems in a better way. Conclusion: In conclusion, problem-based learning is an essential part of the nursing diagnosis process that will increase knowledge, and performance, and merge it with the nursing concepts.
文摘For the expected value formulation of stochastic linear complementarity problem, we establish modulus-based matrix splitting iteration methods. The convergence of the new methods is discussed when the coefficient matrix is a positive definite matrix or a positive semi-definite matrix, respectively. The advantages of the new methods are that they can solve the large scale stochastic linear complementarity problem, and spend less computational time. Numerical results show that the new methods are efficient and suitable for solving the large scale problems.
文摘It was the first time that the Intergovernmental Panel on Climate Change(IPCC),which was founded in 1988,regarded climate change as a significant international political problem(O'Brien and Williams 2007).Over the next decades,environmentalist and policy makers have been applying many efficient ways to solve various environmental problems and have gained achievements.With the support of successful cases,this paper will focus on the market-based solutions and discuss its advantages compared with the conventional approach.
文摘目的探讨学生主导的角色扮演联合以问题为基础的教学法(problem based learning,PBL)/案例教学法(case based learning,CBL)在儿科临床教学中的效果。方法选取2021年2—6月重庆医科大学儿科学院本科见习生中的105名学生作为研究对象,按照教学方法的不同将2021年2—3月的44名本科见习生设为非演员组,将2021年4—6月的61名本科见习生设为演员组。非演员组采用PBL联合CBL教学法,演员组在非演员组的基础上给予学生主导的角色扮演教学法。比较2组的准备指标、教学效果、教学满意度。结果演员组的表演前花费时间[(7.13±3.58)分]短于非演员组[(8.23±5.38)分]、文献阅读量[(2.66±2.54)分]少于非演员组[(4.05±4.79)分],差异有统计学意义(P<0.05)。演员组的提高临床思维能力[(2.36±0.23)分]、增强团队协作[(2.33±0.32)分]、提高组织能力[(2.35±0.24)分]、提高学生之间亲密度[(2.47±0.14)分]和提高与老师的亲密度[(2.33±0.26)分]得分均高于非演员组[(2.01±0.17)分、(2.01±0.11)分、(2.03±0.14)分、(2.04±0.09)分、(1.94±0.11)分],差异有统计学意义(P<0.05)。演员组的教学满意度评分为(75.0±15.0)分,高于非演员组的(61.0±14.0)分,差异有统计学意义(P<0.05)。结论学生主导的角色扮演教学法在儿科实践教学中的应用效果显著,能够缩短表演前花费时间,减少文献阅读量,提升教学效果,提高教学满意度。
