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

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.