Integrating Problem-Based Learning and Instructional Video (PROVIDE) to Enhance Nursing Students’ Critical Thinking, Creativity, and Learning Outcomes in a Health Promotion Course

Juliati Koesrini

doi:10.35445/alishlah.v18i2.8708

Integrating Problem-Based Learning and Instructional Video (PROVIDE) to Enhance Nursing Students’ Critical Thinking, Creativity, and Learning Outcomes in a Health Promotion Course

Juliati Koesrini

Abstract

Nursing education requires learning models that develop critical thinking, creativity, and practical competence. This study examined the effectiveness of the PROVIDE model, which integrates problem-based learning and instructional video, in a health promotion course. A quasi-experimental pretest–posttest control group design was used with 60 third-semester nursing students at ITSK RS dr. Soepraoen Malang. Students were allocated into an experimental group taught using the PROVIDE model and a control group taught through traditional lecture-based instruction. The intervention lasted eight weeks, with 90-minute sessions each week. Critical thinking was measured using an adapted California Critical Thinking Skills Test, creativity was assessed using a Torrance-based rubric, and learning outcomes were evaluated across cognitive, affective, and psychomotor domains. Data were analyzed using descriptive statistics, paired sample t-tests, ANCOVA, and effect size calculations. The experimental group showed significant improvements in critical thinking, creativity, and learning outcomes after the intervention. Gains were observed in analysis, evaluation, inference, fluency, flexibility, originality, elaboration, and cognitive, affective, and psychomotor performance. The reported effect sizes indicated a strong educational impact of the PROVIDE model. The findings suggest that integrating problem-based learning with instructional video can create an active, engaging, and practice-oriented learning environment for nursing students. The PROVIDE model may serve as an effective pedagogical strategy for strengthening higher-order thinking and health-promotion competencies. Future studies should involve larger samples, multiple institutions, and longer follow-up periods.

Keywords

problem-based learning; instructional video; nursing education; critical thinking; learning outcomes

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DOI: https://doi.org/10.35445/alishlah.v18i2.8708