title: The effect of problem-based learning on nursing students' perceptions of empowerment.
abstract: This study tested Kanter's structural empowerment theory within a university nursing student population. Differences in perceptions of empowerment among nursing students enrolled in either a problem-based learning (PBL) or a conventional lecture learning (CLL) program were examined, as well as the relationship between perceptions of structural empowerment in the learning environment and feelings of psychological empowerment. Participants completed measures of structural and psychological empowerment adapted to educational settings, as well as measures related to exposure to various learning strategies in their programs and clinical problem-solving abilities. Students in the PBL program (n = 41) had significantly higher perceptions of structural and psychological empowerment than students in the CLL program (n = 67). Regardless of academic program, structural empowerment was strongly positively related to psychological empowerment. The results of this study are the first to support the applicability of Kanter's theory to nursing education settings.
authors.affiliation: Sunnybrook and Women's College Health Sciences Centre, Toronto, Canada.
authors.forename: Heidi M
authors.initials: HM
authors.lastname: Siu
authors.forename: Heather K Spence
authors.initials: HK
authors.lastname: Laschinger
authors.forename: Evelyn
authors.initials: E
authors.lastname: Vingilis
mesh_terms: D000328:Adult; D000704:Analysis of Variance; D016022:Case-Control Studies; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D005260:Female; D006801:Humans; D008297:Male; D009864:Ontario; D011209:Power, Psychological; D018794:Problem-Based Learning; D011582:Psychological Theory; D012649:Self Concept; D013338:Students, Nursing / Q000523:psychology*