Evaluating the effects of action learning on the research competency of undergraduate nursing students: A mixed-methods study.

Research skills in nursing are crucial for guiding evidence-based practice and enhancing health care. However, undergraduate nursing students often encounter challenges in skill development because of curriculum constraints that prioritize clinical education. Bridging this skill gap is imperative for preparing students for evidence-based practice and nursing scholarship. This study aimed to investigate the impact of incorporating action learning into undergraduate nursing research classes to improve the quality of nurse education. A mixed-methods approach was employed using pre- and post-online surveys for quantitative analysis and reflective journals for qualitative analysis. The study was conducted at a college of nursing in Seoul, South Korea. A convenience sample of 19 fourth-year nursing students participated in the study. Action learning-based nursing research classes were implemented over ten sessions, integrating lectures and team activities. Pre- and post-assessment data on communication skills, critical thinking tendencies, and problem-solving abilities were analyzed using paired t-tests. The qualitative analysis involved content analysis of individual and team reflective journals. Participants in action learning-based nursing research classes showed significant improvements in their communication skills (t = 3.46, p = 0.002), critical thinking tendencies (t = 3.80, p = 0.001), and problem-solving abilities (t = 1.82, p = 0.043). From the analysis of reflective journals four main themes were developed: organized team projects, dynamics of learning goal achievement, extended application of learning outcomes, and recommendations for better action learning-based classes. This study highlights action learning as an effective educational method that integrates theory and practice in nurse education, helping students prepare for their future roles as nursing professionals. The findings underscore the effectiveness of action learning in improving undergraduate nursing students' research competency and support the need for continued development of such pedagogical approaches.

Yi J ，Kim H ，Yoon JY ，Kim E ... -  《-》

Student and educator experiences of maternal-child simulation-based learning: a systematic review of qualitative evidence protocol.

MacKinnon K ，Marcellus L ，Rivers J ，Gordon C ，Ryan M ，Butcher D ... -  《-》

Exploring conceptual and theoretical frameworks for nurse practitioner education: a scoping review protocol.

Wilson R ，Godfrey CM ，Sears K ，Medves J ，Ross-White A ，Lambert N ... -  《-》

Nursing students' experiences of community nursing school subject classes based on the Havruta learning method: A qualitative study.

Nursing is encountering increasingly complex and unpredictable challenges, and traditional lecture-style education is inadequate for preparing future nurses to meet these societal demands. In nursing, it is important to expand the variety of student-centered educational methods that empower students to build and contemplate their own knowledge. The Havruta educational method is recognized for its effectiveness in fostering critical thinking and promoting self-directed learning skills. This study aims to elucidate the nature and significance of experiences among nursing students who engage in community nursing classes through the Havruta learning approach. Qualitative research. Nursing universities in Korea. This study was conducted on 68 nursing students who participated in the Havruta learning method. A total of 68 third-year students enrolled in community nursing courses in the second semester of 2022 at a university participated in this qualitative study. Data were collected through the analysis of reflection journals. The study identified four overarching themes and 10 sub-themes relating to the application of the Havruta learning method in community nursing classes. The primary themes included: "how to increase motivation to participate in classes," "learning through communication," "Gaining insight through problem-solving," and "Regrets about the lack of time." The findings suggest that the Havruta learning approach allows students to broaden their intellectual scope and perspective on a more comprehensive body of knowledge. This is achieved through interactive methods that encourage self-organization and reflective thinking.

Um YJ 《-》

Effects of team-based learning on problem-solving, knowledge and clinical performance of Korean nursing students.

Team-based learning (TBL) has been used as a learner-centered teaching strategy in efforts to improve students' problem-solving, knowledge and practice performance. Although TBL has been used in nursing education in Korea for a decade, few studies have studied its effects on Korean nursing students' learning outcomes. To examine the effects of TBL on problem-solving ability and learning outcomes (knowledge and clinical performance) of Korean nursing students. Randomized controlled trial. 63 third-year undergraduate nursing students attending a single university were randomly assigned to the TBL group (n=32), or a control group (n=31). The TBL and control groups attended 2h of class weekly for 3weeks. Three scenarios with pulmonary disease content were employed in both groups. However, the control group received lectures and traditional case study teaching/learning strategies instead of TBL. A questionnaire of problem-solving ability was administered at baseline, prior to students' exposure to the teaching strategies. Students' problem-solving ability, knowledge of pulmonary nursing care, and clinical performance were assessed following completion of the three-week pulmonary unit. After the three-week educational interventions, the scores on problem-solving ability in the TBL group were significantly improved relative to that of the control group (t=10.89, p<.001). In addition, there were significant differences in knowledge, and in clinical performance with standardized patients between the two groups (t=2.48, p=.016, t=12.22, p<.001). This study demonstrated that TBL is an effective teaching strategy to enhance problem-solving ability, knowledge and clinical performance. More research on other specific learning outcomes of TBL for nursing students is recommended.

Kim HR ，Song Y ，Lindquist R ，Kang HY ... -  《-》