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Jang, Kim, and Park: Effects of an Action Learning based Creative Problem-Solving Course for Nursing Students
Original Article

Journal of Korean Academy of Nursing Administration 2014; 20(5): 587-598.

Published online: 31 December 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

Keum Seong Jang1, Nam Young Kim2, Hyunyoung Park3

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 12 October 2014       Revised 17 December 2014       Accepted 18 December 2014

Copyright © 2014 Korean Academy of Nursing Administration

(open-access):

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.

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.

Keywords: Action learning, Creative problem-solving, Problem solving, Creativity, Team-member exchange

Figures and Tables

Table 1
Creative Problem-Solving Course Outline
jkana-20-587-i001

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)
jkana-20-587-i002

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

Table 3
Homogeneity Test for Dependent Variables between Experimental and Control Groups (N=65)
jkana-20-587-i003

Exp=Experimental group; Cont=Control group.

Table 4
Group Comparisons on Dependent Variables at Posttest (N=65)
jkana-20-587-i004

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

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