The effectiveness of project-based learning on students’ academic achievement in emergency nursing study

Abstract

Projects necessitate students to choose and identify constructive models of investigation and materials while employing appropriate strategies for conducting learning activities. However, the effectiveness of such methods in the context of nursing-specific education has not been extensively explored. This study aimed to assess the effectiveness of project-based learning in emergency and critical care nursing courses for nursing students. This study employed a pre-experimental design. The research sample consisted of 123 students enrolled in the emergency, critical, and disaster management nursing course at Universitas Jember. The research involved a comparison of students' learning outcomes through written test questions before and after they completed a project. The results of the learning assessment before and after the project intervention were analyzed using the Wilcoxon Test. The results of the bivariate obtained a significance value of 0.0001. The results of this statistical test can be concluded that the project-based learning method is effective in increasing the knowledge of emergency, critical and disaster nursing. The project-based learning method proves to be effective in enhancing students' comprehension of emergency, critical, and disaster nursing. Nursing educational institutions can consider the incorporation of this method in curriculum design to create more effective learning strategies. It serves as a promising alternative for enhancing the quality of nursing education. Further research is necessary to validate these findings and investigate various factors that may influence the effectiveness of project-based learning methods in the nursing context.