Effects of an Action Learning based Creative Problem-Solving Course for Nursing Students

Keum Seong Jang; Nam Young Kim; Hyunyoung Park

doi:10.11111/jkana.2014.20.5.587

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Effects of an Action Learning based Creative Problem-Solving Course for Nursing Students

Keum Seong Jang¹, Nam Young Kim², Hyunyoung Park³

Journal of Korean Academy of Nursing Administration 2014;20(5):587-598.
Published online: December 31, 2014

DOI: https://doi.org/10.11111/jkana.2014.20.5.587

¹College of Nursing · Research Institute of Nursing Science, Chonnam National University, Korea.

²Research Institute of Nursing Science, Chonnam National University, Korea.

³Department of Nursing, Honam University, Korea.

Corresponding author: Kim, Nam Young. Chonnam Research Institute of Nursing Science, 160 Baekseo-ro, Dong-gu, Gwangju 501-746, Korea. Tel: +82-70-8237-8462, Fax: +82-62-225-3307, aqua29@paran.com

• Received: October 12, 2014 • Revised: December 17, 2014 • Accepted: December 18, 2014

This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Abstract
REFERENCES

Abstract

Purpose
This study was conducted to identify the effects of an action learning based creative problem-solving (CPS) course on problem solving, creativity and team-member exchange in nursing students.
Methods
A quasi-experimental study applying a non-equivalent control group pre-post design was employed. Sophomore nursing students (32 in the experimental group and 33 in the control group) were recruited from a university in G-city, Korea. Problem solving, creativity and team-member exchange were measured for the pretest and posttest using self-report questionnaires. Kolmogorov-Smirnov test, Chi-square, Fisher's exact test, t-test, and ANCOVA with SPSS/Win 20.0 program were used to analyze the data.
Results
The scores for problem solving, creativity and team-member exchange in the experimental group were significantly higher than those of the control group.
Conclusion
Results of this study indicate that an action learning based CPS course is an effective teaching method to improve nursing students' competencies. In the future longitudinal studies are needed to assess the long term effects of the course.
Key Words: Action learning; Creative problem-solving; Problem solving; Creativity; Team-member exchange

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Article

Table 1

Creative Problem-Solving Course Outline

AL=Action Learning; CPS=Creative problem-solving; SCAMPER=Substitute, combine, adapt, modify, magnify, minimize, put to other use, eliminate, reverse, rearrange; ASIT=Advanced systemic inventive thinking; MECE=Mutually exclusive collectively exhaustive; SWOT=Strength, weakness, opportunity, threat; ALU=Advantage, limitation, unique qualities.

Table 2

Homogeneity Test for General Characteristics between Experimental and Control Groups (N=65)

Exp=Experimental group; Cont=Control group; ^†Fisher exact test.

Table 3

Homogeneity Test for Dependent Variables between Experimental and Control Groups (N=65)

Exp=Experimental group; Cont=Control group.

Table 4

Group Comparisons on Dependent Variables at Posttest (N=65)

Exp=experimental group; Cont=control group; ^†F score of from Analysis of Covariance with pretest scores as covariates.

Figure & Data

References

Citations

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Effects of an Action Learning based Creative Problem-Solving Course for Nursing Students

J Korean Acad Nurs Adm. 2014;20(5):587-598. Published online December 31, 2014

DOI: https://doi.org/10.11111/jkana.2014.20.5.587

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Effects of an Action Learning based Creative Problem-Solving Course for Nursing Students

J Korean Acad Nurs Adm. 2014;20(5):587-598. Published online December 31, 2014

DOI: https://doi.org/10.11111/jkana.2014.20.5.587

Effects of an Action Learning based Creative Problem-Solving Course for Nursing Students

Table 1

Creative Problem-Solving Course Outline

Table 2

Homogeneity Test for General Characteristics between Experimental and Control Groups (N=65)

Exp=Experimental group; Cont=Control group; ^†Fisher exact test.

Table 3

Homogeneity Test for Dependent Variables between Experimental and Control Groups (N=65)

Exp=Experimental group; Cont=Control group.

Table 4

Group Comparisons on Dependent Variables at Posttest (N=65)

Exp=experimental group; Cont=control group; ^†F score of from Analysis of Covariance with pretest scores as covariates.

Table 1 Creative Problem-Solving Course Outline

Table 2 Homogeneity Test for General Characteristics between Experimental and Control Groups (N=65)

Exp=Experimental group; Cont=Control group; ^†Fisher exact test.

Table 3 Homogeneity Test for Dependent Variables between Experimental and Control Groups (N=65)

Exp=Experimental group; Cont=Control group.

Table 4 Group Comparisons on Dependent Variables at Posttest (N=65)

Exp=experimental group; Cont=control group; ^†F score of from Analysis of Covariance with pretest scores as covariates.

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