The Effectiveness of Problem-Based Learning in Undergraduate Nursing Programs: A Scoping Review of the Literature
Abstract
Jie-Li Li, Rasika Jayasekara and Ying Zhang
Introduction: Problem-based learning (PBL) working as an innovative student-centered teaching method has been tested for its effectiveness among considerable primary studies. While there is still lacking firm evidence in the nursing educational field about its efficacy. The different paper reports different research result about an application of PBL methodology.
Objectives: The purpose of this scoping review was to appraise and examine the range of recent available evidence on the effectiveness of problem-based learning in undergraduate nursing programs.
Research Strategy: Used Medline, The Cochrane Databases of Systematic Review, and The Database of Abstract of Reviews of Effect (DARE), Cumulative Index to Nursing and Allied Health Literature (CINAHL (via Ebsco)) to search English language literature. Adopted P (population) C (concept) C (context) framework to identify keywords and index terms, and the reference list of some high level of evidence was lastly searched for additional studies.
Methodological quality: Each paper was assessed for its eligibility and methodological quality with JBI Critical Appraisal tools (Appendix 1) before inclusion in this review. The level of evidence of each retrieved study was assessed according to New JBI Levels of Evidence (Appendix2) developed by the Joanna Briggs Institute Levels of Evidence and Grades of Recommendation Working Party October 2013. High level of evidence such as systematic reviews, randomised control trials, quasi-experimental studies were given priority.
Discussion: Considerable primary studies have reported PBL produced a positive outcome for nursing students, while none of them gave firm evidence about the effect of PBL on nursing students’ critical thinking development, knowledge competence, learning motivation, attitude, and performance. Critical thinking, as the vital evaluation element of each study, whether relates positively to the other skills was uncertain. The validity and reliability of evaluation instruments in each study in nursing discipline were still controversial.
Conclusion: No strong conclusion had been made from this review, and more research with large sample size is needed to examine the effectiveness of PBL among nursing programs. Long-term effects of outcomes and cost effectiveness were suggested to be measured in future studies. The effectiveness’ appraisal instruments in nursing discipline were called for adjustment and development.