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The problem-based learning integrated with simulation to improve nursing students’ self-efficacy

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DOI: 10.4236/ojn.2013.31012    5,694 Downloads   10,068 Views   Citations


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.

Conflicts of Interest

The authors declare no conflicts of interest.

Cite this paper

Sohn, M. , Ahn, Y. , Lee, M. , Park, H. and Kang, N. (2013) The problem-based learning integrated with simulation to improve nursing students’ self-efficacy. Open Journal of Nursing, 3, 95-100. doi: 10.4236/ojn.2013.31012.


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