Learning Experience of Baccalaureate Nursing Students with Challenge-Based Learning in Hong Kong: A Descriptive Qualitative Study
Abstract
:1. Introduction
2. Materials and Methods
2.1. Design and Setting
2.2. Participants
2.3. Intervention
2.4. Data Collection
- Was the level of support adequate during the learning process?
- What did you like the most about this learning approach?
- What did you like the least about this learning approach?
- How did this learning approach affect your learning?
- Is there anything about this learning approach you want to modify to facilitate your learning?
2.5. Data Analysis
2.6. Ethical Considerations
3. Results
3.1. Facilitation by Teachers
“The tutor should give us a lot of guidance. We need to identify a challenge and the corresponding essential questions, then look for appropriate measures to solve the problem. We may come up with several ideas; we need the tutor’s advice to identify the most appropriate approach/idea to solve the problem.”
“[Success] really depends on the tutor’s support and guidance it heavily depends on the quality of his/her guidance on the direction of the project we won’t be off track if he/she guides us to a right direction to understand what students don’t understand and what problems we face.”
“We didn’t understand this process. There was a guideline showing the CBL process and requirement, the tutor just asked us to follow that [CBL] framework to complete the project, but they didn’t clearly explain to us what was expected in each stage in detail...the tutors seemed having different understandings about the requirements.”
3.2. Familiarity with CBL
“I got lost...CBL is new to me, I didn’t know why we needed this approach...It is a rather complicated process, we needed to spend far more time to search information [as compared with conventional group projects].”
“CBL requires us to develop a topic by ourselves, we need to do all the things by ourselves [without intensive guidance from tutors] ...it is very difficult and frustrating.”
3.3. Team Communication
“More than ten students in a group...[I] don’t like so many students in a group...In term of communication, our group is too large, [we] are often unable to meet all at a time because of different class schedules...it is difficult to communicate the work done by individual member efficiently and effectively. We need to repeat the same message many times...We need to readjust our communication strategies in such a large group...effective communication in a large group itself is a challenge to us.”
“Our group worked together without dividing work. We met in a computer room and did the project together...it is difficult to divide work among members like what we were used to do in a conventional group project...We usually met and worked on it together...discussed what we needed and filtered out those not appropriate because once the first step gets wrong, the rest followed will go wrong.”
3.4. Facilitating Metacognitive Development
“[CBL] is comprehensive...we can complete a project comprehensively...we don’t have such framework in previous group projects which were in fact very loose. Now we know well...starting to look for a problem in a community, identifying appropriate expertise to support the problems and solution...then implementation, we think of some solutions to resolve the issue, to tell the public that the issues could be solved in such way...very holistic.”
“The largest gain after going through this process is we know how to pick out core issues from a health problem. When I did the project in the pediatric course...I worked on short-sightedness...I applied the same thinking process as in the stage ‘Engage’ of the CBL framework to identify the high-risk group by asking essential questions and looking for relevant evidence to support it.”
3.5. Facilitating Application of Theory in Practice
“It helped me think from different perspectives. In the past, I just learned a disease from [books] and didn’t consciously analyze the information to justify the need of the assigned topic to the community/target people. Now, the identified topic is an actual need of the community.... CBL allows me to understand and analyze the actual needs of our society that I learned in lectures. I pay more attention to the need of the society now. I won’t just focus on fulfilling the assignment...I now know how to identify the actual health needs of our society.”
“Knowing how to analyze the information...and how to identify the target group for a health issue...we need to tailor-make activities corresponding to the characteristics of different target groups...for example, if it is adolescent, we will use interactive approach to attract them to join our activities...if we work on a topic related to middle-aged people such as cardiovascular disease, I will use another approach to arouse their interest towards our activities.”
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
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Learning Task(s) | Project design & planning Project implementation & evaluation |
Assessment Component(s) | Project presentation Individual reflective paper |
Group size | 12–13 students |
Project schedule | |
Semester week | |
Week 1–4 | Stage 1—Engage |
Select Big Idea such as mental health, infection control, obesity Identify the essential question and the challenge Conduct needs assessment | |
Week 5–7 | Stage 2—Investigate |
Devise solution with appropriate strategies based on site assessment/interview(s) with relevant parties and experts/information in the literature | |
Week 8–14 | Stage 3—Act |
Formulate implementation and evaluation plan Deliver the solution & evaluate the solution outcome(s) Disseminating the project via social media platforms such as You-tube, Facebook Reflection |
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Tang, A.C.Y.; Chow, M.C.M. Learning Experience of Baccalaureate Nursing Students with Challenge-Based Learning in Hong Kong: A Descriptive Qualitative Study. Int. J. Environ. Res. Public Health 2021, 18, 6293. https://doi.org/10.3390/ijerph18126293
Tang ACY, Chow MCM. Learning Experience of Baccalaureate Nursing Students with Challenge-Based Learning in Hong Kong: A Descriptive Qualitative Study. International Journal of Environmental Research and Public Health. 2021; 18(12):6293. https://doi.org/10.3390/ijerph18126293
Chicago/Turabian StyleTang, Anson Chui Yan, and Meyrick Chum Ming Chow. 2021. "Learning Experience of Baccalaureate Nursing Students with Challenge-Based Learning in Hong Kong: A Descriptive Qualitative Study" International Journal of Environmental Research and Public Health 18, no. 12: 6293. https://doi.org/10.3390/ijerph18126293