Comprehensive Data Extraction for Nursing Education Systematic Review

This report focuses on data extraction within the context of a systematic review of nursing education. It begins by highlighting the importance of rigorous data extraction for ensuring the accuracy and validity of research findings, particularly when synthesizing evidence from multiple studies. The report then details the use of the JBI data extraction tool for analyzing eight randomized controlled trials of high methodological quality. The report also provides a detailed extraction of data from four studies, including study methods, participant demographics, interventions, clinical outcomes, and key findings. Each study's results, author conclusions, and reviewer comments are presented, offering a comprehensive overview of the research. The review underscores the significance of problem-based learning (PBL) and other innovative teaching methods in improving learning outcomes, clinical skills, and student satisfaction in nursing education. The limitations of the studies, such as small sample sizes and the need for randomization, are also addressed, providing a balanced perspective on the research findings.

Running head: NURSING EDUCATION SYSTEMATIC REVIEW
NURSING EDUCATION SYSTEMATIC REVIEW
Name of the student:
Name of the University:
Author note:

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Chapter 6: Data Extraction for Systematic Reviews and Research
In the following critical appraisal, eight randomised control trial of high methodological
quality have been chosen. This chapter will discuss the data extraction of the data from the
chosen research articles through using valid tools. The objectives of this data extraction is to
capturing all the essential data from the chosen studies considering the research questions,
results and methodologies (Pearson et al. 2007). It is the most essential part of the ssystamatic
review, where the information related to research questions has to be extracted and accurate
summary of research evidence could be provided (Oxman & Guyatt 1993). For this data
extraction the JBI (2008) data extraction tool has been used to draw out the key information
regarding the study settings, sample, method and outcomes. The JBI data extraction tool
requires and piloting toensure the right information is captured (Elamin et al. 2009). For this
study the optimum data extraction tool has been advised (CRC 2009). JBI (2008) tools
suggests many difficulties have to be overcome during the data extracting process from
studies involving differences in populations, interventions administered differently, different
outcomes studied. Besides, to minimise the chances of occurring an error the data extraction
form is used with specific design for each review (Pearson et al. 2007). In all these reviews
the studies are experimental design, which requires the JBI data extraction form for
experimental/observational studies. For more accuracy, two or more researchers should do
the data extraction independently to ensure clarity and minimise errors (JBI 2008). However,
because of the limited time the this review and data extraction was conducted by the author
and then reviewed by an independent reviewer in order to ensure the authenticity and
accuracy. The pilot extraction could be carried out in the first instance to testify the validly of
the chosen data extraction method(Elamin et al. 2009). However, because of conducting the
data extraction with this was not undertaken for this JBI data extraction form for original

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experimental studies , it can be considered as reliable method for extracting the data from
experimental research designs (Pearson et al. 2007).
6.1 JBI Data Extraction
Reviewer
Author Gita Sangestani, Mahnaz Khatiban,
Year 2013
Journal Nurse Education Today33: 791–795
Study Method Quasi-experimental study, Secondary research, Survey based primary research
Participants Setting:
Hamadan University of
Medical Sciences,
Population:
Undergraduate
midwifery students
From:
Hamedan, Iran.
Sample size LBL group: 28 Male and Female PBL group: 29
Interventions Randomly, one class (experimental group) received PBL in addition to LBL and
the other one (control group) received traditional LBL. “Pregnancy and
childbirth”, a 2-credit course, was selected for this purpose.
Scientific pre-test and post-tests were performed and satisfaction questionnaire
was filled in for both groups. A questionnaire to compare PBL and LBL was
filled in only for the experimental group. The instruments used in the study were
“Demographic data form”, “Students' learning progress test”, “Student's
satisfaction of teaching method”, and the “Teaching method evaluation”.
The control group received traditional didactic lectures throughout the semester
on the same content areas. Students had opportunities to ask questions and use
reference books and teaching materials. For the PBL group, the authors
developed four PBL course syllabi following the critical review of the
“Pregnancy and childbirth” course.
Clinical
Outcome
Measure
Outcome Description Scale/Measure
Demographic characteristics were compared
between the experimental and control groups
using the chi-squared and independent
sample t-test.
The “Demographic data form”
consisted of student's age,
marital status,
the number of children, the place
of living, employment status,
and the GPA of last semester. It

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was developed according to
Safari
et al. (2006) study's demographic
data form.
Pre- and post-test scores were compared
using paired t-test. ANOVA was also used to
control the effects of the pre-test scores on
the experimental and control groups differed
post-test mean scores as well.
The “Students' learning progress
test”: two parallel multiple
choice
questions pre- and post-tests.
These tests were designed by the
authors
based on the formal course
objectives to measure the
students'
achievements in the direction of
the course objective
Study Results
The results of the study indicates at the fact that the learning progress in the intervention group with
the problem based learning education intervention was far greater than the control group. PBL
improved application of theory lesson in clinical practice, along with that it also increased learning
motivation and enhanced educational activity in class. Furthermore, the level of satisfaction with
PBL method was also found to be greater.
Authors Conclusion:
Learning progress in PBL group was significantly more than control group. PBL improved
application of theory lesson in clinical practice, increased learning motivation and enhanced
educational activity in class.81.8% of students considered PBL the more suitable and better
method. PBL should be applied more in undergraduate midwifery courses. According to
these advantages, the quality of midwifery education can be improved via this method.
Reviewers Comment:
This study has shaded light on the scope of effective application of problem based learning
practice. This study presented a practical evidence based outcomes that encourage the nursing
system to make some changes for overall improvement. Besides, the sample size was small,
and the study period was only 16 weeks. The effect of PBL in clinical midwifery education
and practice was not done properly. The researcher were the tutors, which could affect the
preference of students.

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Reviewer
Author Moon-Sook Yoo, Jin-Hee Park
Year 2014
Journal Nurse Education Today34: 47–51
Study Method quasi-experimental design using pre-test, intervention, and post-test with a non-
synchronized,non-equivalent control group
Participants Setting:
Large university hospitals
in Korea
Population:
new graduates without
any previous experience
as RNs
From:
Korea
Sample size Intervention group:
CBL group 94
Control group:
LBG group 96
Interventions The research used a simulated test consists of three cases, which depictcommon
clinical problems. Relevant questions were developed based on Performance Based
Development System (PBDS) as per the scenarios.
Traditional lecture-based education for the control group was conducted through
the traditional lecture style. The lectures lasted a total of 150 minutes and were
conducted over 3 sessions, one per week, 50 minutes per session.
Through discussions, graduate nurses were encouraged to compare and analyze the
source of the problems discussed, and to draw various results based on the
proposed/ discussed solutions.
The post-test was conducted 10 weeks after the education program to measure
objective problem-solving abilities and subjective problem-solving abilities.
Clinical
Outcome
Measure
Outcome Description Scale/Measure
Homogeneity of two group tested through
paired T-test
Age of the participants in different
working department and the year
educational level
Problem solving ability was tested through
pre-test paired T-test
Mean score in problem solving
test considering the both mean
value and SD fluctuation
After 10 weeks post test was analysed with
paired T-test.
Mean score in objective and
subjective problem solving test
considering the both mean value
and SD fluctuation
Study Results

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In problem solving ability Pre-test, objective and subjective problem solving test resulted the P value
of 0.409 an 0.865, which are higher than the probability value 0.05. In problem solving ability Post-
test, objective and subjective problem solving test resulted the P values, which are lower than the
probability value 0.05. Results of the study indicated that significant differences among the groups
were observed in their problem-solving abilities. The CBL group scores were determined to be
significantly higher compared with the lecture-based group scores on objective problem-solving
ability.
Authors Conclusion:
Subjective problem-solving ability was also significantly higher in CBL group than in the
lecture-based group. These results may suggest that CBL is a beneficial and effective
instructional method of training graduate nurses to improve their clinical problem-solving
ability.
Reviewers Comment:
The results of this study have valuable implications for teaching, learning and nursing
educational research, and offer an effective learning structure in the professional development
and education of graduate nurses in the workplace. Although, to criticize, the small sample size
of the article is needed to be considered, a very important limitation of the study. Similarly, the
study had been a quasi-experimental intervention which lacked the element of randomization,
which can affect the authenticity of the data due to personal bias.

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Reviewer
Author Kyung-Ah Kang, SungheeKim, Shin-Jeong Kim, Jina Oh and MyungnamLee
Year 2015
Journal Nurse Education Today
Study Method Comparison design using pre-test, intervention, and post-test with a non-
synchronized, non-equivalent control group
Participants Setting:
Nursing schools in Seoul
and Chuncheon, South
Korea
Population:
205 senior nursing
students
From:
South Korea
Sample size Intervention group:
PBL group 69
Control group:
No PBL group 74
Interventions The research used a problem based learning sessions for the first experiment
group to improve students' clinical performance and critical thinking skills.
The problem based learning was provided to be the intervention group with four
main learning objectives and five sub-objectives.
The problem based learning was provided with didactic lecture about ‘Care for
child with Bronchiolitis’
During simulation practice, three to four students participated as a team in each
session. Both control group and experimental group performed in this simulation
session.
Clinical
Outcome
Measure
Outcome Description Scale/Measure
Knowledge of patient care for children with
bronchiolitis was tested
A dichotomous scale developed
by the researchers which
incorporates three subcategories:
pathophysiology (3 items),
diagnosis and symptoms (7
items) and nursing care (10
items). Each item was scored as
either 0 (incorrect) or 1 (correct),
with higher scores indicating a
greater degree of knowledge.
Descriptive statistics, paired t-test, one-way
ANOVA, and post-hoc tests (Duncan test)
were performed.
Students' satisfaction with their
training was measured using a
Levett-Scale reflection (9 items),
clinical reasoning (5 items), and

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clinical learning (4 items)
Study Results
The results indicated at no significant difference in the baseline knowledge of the student regarding
patient care for patients with bronchiolitis. There were significant differences in the mean scores of
knowledge (F = 14.718, p b .001), CSP (F = 12.693, p b .001), and students' satisfaction (F =
93.471, p b .001) among the three groups.
Authors Conclusion:
The positive impact of PBL and a combined learning method is suggested to be an effective
approach in paediatric nursing practice. The results of the study provided an essential
template and starting point for educators introducing active learning approaches for paediatric
nursing courses.
Reviewers Comment:
The results of the study indicate at the effectiveness of a revolutionary technique in learning
of the nurses to improve clinical performance. Based on the data findings of this research
study, extensive large scale studies can uncover efficient techniques to incorporate PBL and
simulation assisted PBL in nursing education curriculum for continual improvement in
practice.

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Reviewer
Author Habib Farida; Delal Khalil Eshra; Jane Weaver; Wendy Newcomer, Charles
O’Donnell; Martha Neff-Smith
Year 1999
Journal Journal of Multicultural Nursing & Health
Study Method Comparison design using quasi-experimental non-concurrent group
Participants Setting:
High Institute of
Nursing, Menoufiya
University
Population:
Third year students of
Bachelor of Science in
Nursing
From:
Egypt
Sample size Intervention group:
Community Oriented Problem Based
learning (COPBL) group 54
Controlee group:
Traditional lecture based method
group 52
Interventions The problems and teaching materials were utilised in COPBL approach through
the period of nine months.
Evaluation of faculty performance by students in each group. Project
implementation consisting preparation, implementation and evaluation
Students were monitored over two semesters including fall 1997 and spring
1998. The approach used in 1997 was traditional teaching approach, which was
given throughout 15 weeks.
In 1998 the COPBL approach was used on students through conferencing,
problem based case studies, group discussion and clinical assignments.
At the beginning of the 1997 semester, a test was taken and after the semester,
another test was taken. At the beginning of the 1998 semester, students were
tested in multiple time throughout the semester to monitor the progress.
Clinical
Outcome
Measure
Outcome Description Scale/Measure
Evaluation of faculty performance has been
measured in Pre natal, Natal, Post natal,
Gynecology and Family planning topics
Mean value of COPBL and
Traditional group have been
measured by dividing the total
score ‘S’ by the number of
participants ‘n’ (S/n)
T-test has been conducted to test the
hypotheses
The critical probability variable
has been set to P=0.05 to test the
outcomes
Study Results
All three outcomes measures of the study showed that the COPBL group made a significant

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differences in terms of learning ability, interpretation ability and implementation fluency. The P
value of Pre natal, Natal, Post natal, Gynecology and Family planning topics are 0.0001, 0.54, 0.19,
0.0001, 0.24 respectively. Most of the p value accepts the alternate hypothesis that stated that
COPBL group should get better score. The observation also showed that COPBL group also used
nursing library more frequently than the traditional group in order to solve their problem with their
own conceptualisations and knowledge.
Authors Conclusion:
Student who taught with COPBL approach improved their communication skills, self-
confidence and client education skill better than the students’ taught with traditional lecture
method. Therefore COPBL is a better approach for nursing education that can lead to higher
potentiality of achievement.
Reviewers Comment:
Due to the prior knowledge of the students in the chosen topics the results might be affected
and even biased. However, the study shades light on promoting the COPBL with adequate
evidences. This study will also help to develop a tool to increase the efficiency of teaching
practice and approaches in Nursing Training especially for 3rd year students.
Reviewer
Author Marta Arrue , Begoña Ruiz de Alegría, Jagoba Zarandona, Itziar Hoyos Cillero
Year 2017
Journal Nursing Education Today
Study Method Quasi-experimental study with pre-test and post-test design in experimental and
control group
Participants Setting:
The University
of the Basque Country
(UPV/EHU)
Population:
Third year Nursing under
graduate students
From:
Vizcaya, Spain
Sample size Intervention group:
Problem based learning group 55
Control group:
Traditional lecture based method
group 44
Interventions Pre-Test for both group was conducted to identify their knowledge and
comprehensiveness on the topic depression

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Both groups have been taught by individual technique during the first term of the
third year
The implementation of problem solving occurred on the topic of Mental Health
Nursing subject. This course was worth 6 credits and was taught in the first term
of the third year.
A few days after the previous sharing in class, and after a group activity done
outside of the classroom, the students presented and defended their solutions to
the problem with the rest of the class.
Post –Test for both group was conducted to identify the changes in their
comprehensiveness on the topic depression due to learning and teaching method
Clinical
Outcome
Measure
Outcome Description Scale/Measure
Experimental group showed significant
difference in their knowledge in DK, AK
The score has been measured
through marks and the mean
value.
Control group did not show any significant
difference in their knowledge on DK and AK
The score has been measured
through marks and the mean
value.
Comparison of Probability value or P value P values have been formulated
by Friedman test
Study Results
The results obtained in the EG showed a significant improvement in the students' scores for LO.1
(Identifies depression) (p=0.000), LO.2 (Justifies the diagnosis of depression) (p=0.000), LO.3
(Identifies relevant data that can explain the problem) (p = 0.000) and LO.5 (Justifies nursing
strategies) (p = 0.000). The difference in pre and post test scores for PBL group was significantly
different, where the probability values were lower than 0.05. On the other hand, the pre and post
test score of control group did not have any significant differences that showed higher probability
values is most of the topics.
Authors Conclusion:
The PBL applied in the Nursing undergraduate degree courses is able to provide
opportunities to develop an argumentative ability in the students. With this teaching and
learning strategy students have showed much deeper understanding of what they have learnt.
Reviewers Comment:
This study is a very valuable evidence of different outcomes caused by PBL learning and
training strategy. At the same time, this study was focused on a specific group of student who
belonged from a particular educational system. Therefore, the result could be different

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depending on the sample population and settings.
Reviewer
Author Piu Santra, Smritikana Mani
Year 2017
Journal International Journal of Nursing Education
Study Method Non-equivalent pre-test post-test design
Participants Setting:
Medical College &
Hospital and College of
Nursing, R.G.Kar
Medical College &
Hospital
Population:
Third year undergraduate
students of B.Sc in
Nursing
From:
Kolkata, India
Sample size Intervention group:
Problem based learning group 41
Control group:
Traditional Teaching group 42
Interventions Pre-Test for both group was conducted to identify their knowledge and
comprehensiveness on the topic depression
Both groups have been taught by individual technique during the first term of the
third year
Teaching session was conducted on TT group regarding VAP. PBL was
introduced to the groups with a set of problems. To solve the problems embers
of the each group discussed with each other along with experts.
The investigator conducted brainstorming session with each group. Structured
knowledge questionnaire was administered and self-reporting was used to collect
the data.
Post –Test for both group was conducted to identify the changes in their
comprehensiveness on the topic depression due to learning and teaching method
Clinical
Outcome
Outcome Description Scale/Measure
Experimental group showed significant The score has been measured