The Effect of Problem–Based Learning on Knowledge in Electronic Medical Records for Registered Nurses
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Abstract
Background: The private hospital changed from paper to electronic medical records (EMRs), which were implemented in accordance with international and other relevant requirements. The hospital’s chief of nursing and registered nurses oversee the transition from paper to EMRs.
Objective: To study the effects of problem-based learning (PBL) on the knowledge of EMR for registered nurses.
Methods: This was a quasi-experimental research design. This research assigned the population from the registered nurses of the BNH Hospital, Bangkok, Thailand. There were 128 subjects comprising 64 subjects in the experimental group, and 64 subjects in the control group. Each assigned session was 6 hours with traditional learning and PBL in EMR. The instruments used were multiple-choice questions, case scenarios, and satisfaction questionnaires.
Results: The average score of PBL of the posttest was higher in the experimental group compared to the control group, with statistically significant differences (mean [SD], 38.91 [1.84] and 27.13 [2.50] points, respectively; P < .05). Overall, the satisfaction level of PBL was strongly satisfied (mean [SD], 4.55 [0.50] points).
Conclusions: This study found that PBL resulted in registered nurses being more involved in learning EMR than in traditional learning and having a good satisfaction with learning.
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