Development of a Project-Based Learning Program on High-Risk Newborn Care for Nursing Students and Its Effects: A Quasi-Experimental Study

• Published in: International journal of environmental research and public health Vol. 19; no. 9; p. 5249
• Main Authors: Koo, Hyun-Young, Gu, Young-Eun, Lee, Bo-Ryeong
• Format: Journal Article
• Language: English
• Published: Switzerland MDPI AG 26-04-2022; MDPI
• Subjects: Clinical Competence; Clinical medicine; College graduates; Education, Nursing, Baccalaureate; Educational films; Humans; Independent study; Infant, Newborn; Leadership; Learning programs; Medical equipment; Neonatal nursing; Neonates; Newborn babies; Nurses; Nursing; Nursing care; Nursing education; Problem Solving; Project-based learning; Quasi-experimental methods; Risk; School dropout programs; Stress; Students; Students, Nursing; Teams; Variance analysis; South Korea; neonatal; students; intensive care unit; learning; nursing; newborn; infant
• ISSN: 1660-4601; 1661-7827; 1660-4601
• DOI: 10.3390/ijerph19095249

Project-based learning (PjBL) allows nursing students to participate in real problem-solving, construct knowledge, and improve their nursing skills in the process of accomplishing meaningful projects. This study was conducted to develop a PjBL program on high-risk newborn care for nursing students and evaluate its effects. A quasi-experimental study using a nonequivalent control group pretest-posttest design was employed between June and December 2021. The participants were 45 nursing students (24 in the experimental group and 21 in the control group). A PjBL program involving the creation of an educational video clip about high-risk newborn care for nursing students was developed, and the experimental group took part in PjBL. The participants' nursing competency for high-risk newborns, self-leadership, and practicum-related stress were assessed. In the experimental group, nursing competency for high-risk newborns increased and practicum-related stress decreased to a greater extent than in the control group. However, the change in self-leadership was not significantly different between the experimental and control groups. PjBL effectively improved students' nursing competency for high-risk newborns and decreased their practicum-related stress. PjBL will be utilized to enhance nursing students' expertise in high-risk newborn care.