Effect of Problem-Based Learning Training on Newly Graduated Nurses’ Communication Skills, Self-Efficacy, and Clinical Competence
Abdel Moneem Mohammad Shabana, N., Shokry Abd Allah, E., Ebrahim Abdel Fadil Mohamed, E., Abdelalim Ibrahim, F. (2024). Effect of Problem-Based Learning Training on Newly Graduated Nurses’ Communication Skills, Self-Efficacy, and Clinical Competence. EKB Journal Management System, 15(1), 1912-1927. doi: 10.21608/ejhc.2024.356713
Nisreen Abdel Moneem Mohammad Shabana; Eman Shokry Abd Allah; Eman Ebrahim Abdel Fadil Mohamed; Fatma Abdelalim Ibrahim. "Effect of Problem-Based Learning Training on Newly Graduated Nurses’ Communication Skills, Self-Efficacy, and Clinical Competence". EKB Journal Management System, 15, 1, 2024, 1912-1927. doi: 10.21608/ejhc.2024.356713
Abdel Moneem Mohammad Shabana, N., Shokry Abd Allah, E., Ebrahim Abdel Fadil Mohamed, E., Abdelalim Ibrahim, F. (2024). 'Effect of Problem-Based Learning Training on Newly Graduated Nurses’ Communication Skills, Self-Efficacy, and Clinical Competence', EKB Journal Management System, 15(1), pp. 1912-1927. doi: 10.21608/ejhc.2024.356713
Abdel Moneem Mohammad Shabana, N., Shokry Abd Allah, E., Ebrahim Abdel Fadil Mohamed, E., Abdelalim Ibrahim, F. Effect of Problem-Based Learning Training on Newly Graduated Nurses’ Communication Skills, Self-Efficacy, and Clinical Competence. EKB Journal Management System, 2024; 15(1): 1912-1927. doi: 10.21608/ejhc.2024.356713

Effect of Problem-Based Learning Training on Newly Graduated Nurses’ Communication Skills, Self-Efficacy, and Clinical Competence

Egyptian Journal of Health Care
Volume 15, Issue 1, March 2024, Page 1912-1927  XML PDF (480.41 K)
Document Type: Original Article
DOI: 10.21608/ejhc.2024.356713
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Authors
Nisreen Abdel Moneem Mohammad Shabana1; Eman Shokry Abd Allah2; Eman Ebrahim Abdel Fadil Mohamed3; Fatma Abdelalim Ibrahim4
1Lieutenant colonel /Master of Nursing and Hospital Administration. Military Institute of Health and Epidemiology Military – Medical Academy, Cairo. Egypt.
2Professor of Community Health Nursing & Gerontological Nursing-Head of Gerontological Nursing Department- Faculty of Nursing, Zagazig University
3Brigadier General / Assistant Professor of Nursing and Hospital Administration. Military Institute of Health and Epidemiology- Military Medical Academy, Cairo. Egypt.
4Assistant Professor of Community Health Nursing - Nursing College -Misr University for Science and Technology.
Abstract
Background: Problem-based learning can help ease the transition from nursing education to clinical practice for newly graduated nurses. Aim: This study aimed to evaluate the effect of problem-based learning training on newly graduated nurses’ communication skills, self-efficacy, and clinical competence. Design: A quasi-experimental design with pre- and post-tests was used for this research. Setting: The study was conducted at the Armed Forces Faculty of Medicine Hospital. Subject: A convenience sample of 60 nurses, represented for all newly graduated nurses from the Armed Forces Technical Health Institute, 2022/2023 academic year batch. Tools for Data Collection: Five tools were used to collect data of the study. tool I was a questionnaire to assess the demographic characteristic such as age, sex, marital status, tool II was scale to assess student performance during tutorial sessions in problem-based learning (PBL), tool III was to the adapted instrument Kalamazoo essential elements to assess the communication checklist, tools IV was scales to assess the general self-efficacy and tool V was scale to assess the clinical competence. Results: The study findings revealed that the mean age of the study participants was 23± 1.0.  Statistically significant mean differences were found between the pre-post problem-based training: performance; communication skills; general self-efficacy; and clinical competency. Conclusion: The newly graduated nurses’ communication skills, self-efficacy and clinical competence levels were improved after the problem-based learning training. Recommendation: Adoption of the PBL approach in the nursing curriculum at the Military Technical Health Institute.
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