JOURNAL BROWSE
Search
Advanced SearchSearch Tips
The Effects of Lessons using Action Learning on Nursing Students
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
 Title & Authors
The Effects of Lessons using Action Learning on Nursing Students
Kim, So-Myeong; Park, Sang-Youn;
  PDF(new window)
 Abstract
Purpose: The purpose of this study was to investigate the effects of action learning on critical thinking disposition, communicative competence, and problem-solving ability in nursing students. Methods: The design for this was a nonequivalent control group pretest-posttest design was used for identification of the effects of lessons using action learning. The consenting participants were 184 fourth-year nursing students in D-city (Experimental group=95, Control group=89). Data was collected and the program was conducted from May 2 to July 19, 2015. Data was analyzed with an , a t-test, and a paired t-test and utilized the SPSS win 21.0 program. Results: There were significant differences in critical thinking ability (t=5.00, p<.001), problem-solving ability (t=4.52, p<.001), and communicative competence (t=4.97, p<.001) in the experimental group compared to the control group. Conclusion: The study findings suggest that action-learning programs have proven to be an effective educational program for improving the critical thinking ability, problem solving ability, and communicative competence of nursing students. Action learning can be an effective teaching strategy.
 Keywords
Critical thinking disposition;Problem solving;Communication;Nursing students;
 Language
Korean
 Cited by
 References
1.
An, G. J. (2011). The relationship between critical thinking disposition and communication skill in nursing students. Journal of Industrial Science Researches, 28(2), 253-258.

2.
Bocchino, A., Medialdea, M., Lepiani, I., Duenas, M., Gilart, E., & Vela, A. (2013). Classroom strategies improving the interpersonal communication skills in nursing students. Edulearn 13 Proceedings, 3993-3993.

3.
Choi, K. O., & Park, Y. M. (2014). The effects of team-based learning on problem solving ability, critical thinking disposition and self-directed learning in undergraduate nursing students. Journal of East-West Nursing Research, 20(2), 154-159. crossref(new window)

4.
Chaung, S. K. (2011). Critical thinking disposition, problem solving ability and clinical competence in nursing students. Journal of Korean Academy of Fundamentals of Nursing, 18(1), 71-78.

5.
Feng, R. C., Chen, M. J., Chen, M. C., & Pai, Y. C. (2010). Critical thinking competence and disposition of clinical nurses in a medical center, The Journal of Nursing Research, 18, 77-87. crossref(new window)

6.
Hur, G. H. (2003). Construction and validation of a global interpersonal communication competence scale. Korean Journal of Journalism and Communication Studies, 47(6), 380-426.

7.
Jang, K. S., & Park, S. J. (2012). Effects of action learning approaches on learning outcomes in nursing management courses. Journal of Korean Academy of Nursing Administration, 18(4), 442-451. crossref(new window)

8.
Jang, K. S., Kim, N. Y., & Park, H. Y. (2014). Effects of an action learning based creative problem-solving course for nursing students. Journal of Korean Academy of Nursing Administration, 20(5), 587-598. crossref(new window)

9.
Jeong, G. S., Kim, K. A., & Seong, J. A. (2013). The effect of learning style and critical thinking disposition on communication skill in nursing students. Journal of Korean Academic Society of Nursing Education, 9(3), 413-422.

10.
Kim, D. H., Lee, Y. J., Hwang, M. S., Park, J. H., Kim, H. S., & Cha, H. G. (2012). Effects of a simulation-based integrated clinical practice program on the problem solving process, clinical competence and critical thinking in a nursing student. Journal of Korean Academic Society Nursing Education, 18(3), 499-509. crossref(new window)

11.
Kim, E. J., Lim, J. Y., & Choi, K. W. (2008). The correlations between critical thinking disposition and decision making styles. Journal of Korean Nursing Administration Academic Society, 14(2), 144-149.

12.
Kim, S. O., & Kim, H. S. (2014). Effects of psychiatric nursing practicum using simulated patients on self-directed learning readiness, learning self-efficacy, satisfaction of learning. The Journal of the Korea Contents Association, 14(2), 396-408. crossref(new window)

13.
Kim, Y. M., & Kim, Y. H. (2010). Development and evaluation of action learning in clinical practice of nursing management. Journal of the Korea Contents Association, 10(6), 312-322. crossref(new window)

14.
Korean Educational Development Institute. (2003). A study on the development of life-skills: communication, problem solving, and self-directed learning. RR 2003-15-03.

15.
Lee, W. S., Park, S. H., & Choi, E. Y. (2008). Development of a korean problem solving process inventory for adults. The Korean Journal of Fundamentals of Nursing, 15(4), 548-557.

16.
Lee, M. S., & Hahn, S. W. (2011). Effect of simulation-based practice on clinical performance and problem solving process for nursing students. Journal of Korean Academic Society Nursing Education, 17(2), 226-234. crossref(new window)

17.
Lee, S. J., & Jang, K. S. (2014). The effects of action learning on nurses' problem solving, communication, emotional creativity and innovation behavior. The Korean Journal of Health Service Management, 8(2), 73-87. crossref(new window)

18.
Marquardt, M. J. (2000). Action learning in action: tranforming problems and people for world-class organizational learning (H. C. Bong, Trans). Palo Alto, CA: Davies-Black Publishing.

19.
Marquardt, M. J., & Banks, S. (2010). Theory to practice: action learning. Advances in Developing Human Resources, 12(2), 159-162. crossref(new window)

20.
Marsick, V. J., & O' Neil, J. A. (1999). The many faces of action learning. Management Learning, 30(2), 159-176. crossref(new window)

21.
O'neil, J. A., & Marsick, V. J. (2007). Understanding action learning. NY: AMA, 77.

22.
Parry, R. (2008). Are interventions to enhance communication performance in allied health professional effective, and how should they be delivered? Direct and indirect evidence. Patient Education and Counseling, 73(2), 186-195. crossref(new window)

23.
Rubin, R. B., Palmgreen, P., & Sypher, H. E. (1994). Communication research measures : a sourcebook, Guilford Press, New York.

24.
Shin, K. R., Ha, J. Y., & Kim, K. H. (2005). A longitudinal study of critical thinking dispositions & critical thinking skills in baccalaureate nursing students. Journal of Korean Academy of Nursing, 35(2), 382-389.

25.
Terzioglu, F. (2006). The perceived problem-solving ability of nurse managers. Journal of Nursing Management, 14(7), 340-347. crossref(new window)

26.
Zavertnik, J. E., Huff, T. A., & Munro, C. L. (2010). Innovative approach to teaching communication skills to nursing students. Journal of Nursing Education, 49(2), 65-71. crossref(new window)

27.
Yang, H. J. (2013). Relationship between critical thinking disposition and problem solving ability of nursing students. Journal of the Korea Academia-Industrial, 14(12), 6387-6394. crossref(new window)

28.
Yang, S. H., Ha, E. H., Lee, O. C., Sim, I. O., Park, Y. M., Nam, H. N., et al. (2012). Academic achievement, self-directed learning, and critical thinking disposition according to learning styles of nursing students. The Korean Journal of Fundamentals of Nursing, 19(3), 334-342. crossref(new window)

29.
Yoon, J. (2004). Development of an instrument for the measurement of critical thinking disposition in nursing. Unpublished Doctoral dissertation. The Catholic University of Korea, Seoul.