Effects of a grouping intervention using the Felder-Silverman learning style model on problem-based learning among nursing students: A randomized controlled trial

Abstract

Background

Problem-Based Learning (PBL) education can improve nursing students' thinking skills and overall quality of life, but its effectiveness depends largely on the level of student engagement within the group. Finding an intervention to increase nursing students' classroom engagement is critical to improving learning outcomes.

Objectives

To explore the impact of a grouping intervention using the Felder-Silverman Learning Style Model (FSLSM) on PBL in nursing education, including classroom engagement, critical thinking, self-directed learning skills, and academic performance.

Design

A single-center, single-blind, double-arm, parallel randomized controlled trial.

Settings

One university school of nursing.

Participants

The sample consisted of 56 fourth-year undergraduate nursing students.

Methods

Students were randomly assigned to experimental group (n = 28) and control group (n = 28). The experimental group received PBL education based on FSLSM grouping and control group received traditional PBL education. Data collection was done using Demographic questionnaire, Index of Learning Style scale, Classroom Engagement Questionnaire for Students, Critical Thinking Disposition Inventory-Chinese Version, and Self-Directed Learning Skill scale. The data were analyzed using descriptive statistics, paired t-test, independent t-test, and chi-square test.

Results

The FSLSM-based grouping significantly enhanced classroom engagement and critical thinking in the experimental group compared to the control group. While both groups improved in self-directed learning skills, the experimental group showed greater gains in learning motivation and information quality. However, academic performance did not differ significantly between groups.

Conclusions

Integrating the FSLSM with PBL can potentially optimize educational outcomes in nursing, emphasizing the importance of individual learning styles in group-based learning environments.

Registration

The trial was registered at the Chinese Clinical Trials Registry (ChiCTR2300069565).