Problem-based Learning and Blended Learning in Critical Care Education in Nursing Students

Identificador:  imarina:9410354

Handle: https://hdl.handle.net/20.500.11797/imarina9410354

Autores:  Gil-Mateu, Elsa; Barceló-Prats, Josep; Albacar-Riboó, Núria; Casanovas-Garrigós, Georgina; Reverté-Villarroya, Sílvia

Resumen:
Background: In recent times, numerous novel teaching methods have been developed for use in medical education. Of these methods, problem-based learning (PBL) and blended learning have attracted the most attention. The objectives of the present study were to identify the competencies in clinical practice in critical care and to evaluate the b-learning process of nursing students through PBL. Methods: A mixed-methods study was conducted. Quantitative data (sociodemographic and forum variables), was collected from a self-reported questionnaire (48 questions), classified into 4 domains: learning, tutoring, satisfaction, and self-evaluation. In addition, qualitative data was informed by PBL through a virtual forum, and final seminar classroom face-to-face, in the fifty-one nursing students from fourth-year undergraduate. Results: According to the findings, the mean age of nursing students’ (21.18±2.19) years, and 70, 6% of students were women (n=36). In the qualitative analysis of the forums, 6main categories were extracted: the humanization of care (n=93), communication (n=69), learning (n=92), professional knowledge (n=55), clinical safety (n=66), complexity (n=101). The analysis of the ad hoc questionnaire obtained significant differences (p<0.001) in the scores about tutoring and self-evaluation about the virtual forum. Conclusion: The dynamized forum allows accompanying the students while their clinical practice in critically ill patients in their learning process to develop critical thinking. It’s also a useful tool for achieving results, in scenarios that have become the result of social confinements, which will lead to a paradigm change in universal education