Nursing students evaluation of problem based learning and the impact of culture on the learning process and outcomes: A pilot project

作者：Al Kloub M**** Ibrahim^*; Salameh Taghreed Nayel; Froelicher Erika Sivarajan

来源：Nurse Education in Practice, 2014, 14(2): 142-147.

DOI：10.1016/j.nepr.2013.06.013

• Problem-based learning
• Culture
• Nursing students
• Jordan

Purposes: This study evaluates students' learning experiences in a clinical pediatric nursing course adopting Problem Based Learning (PBL) and investigates how students' cultural background impacts on self directed learning.
Methods: A mixed-methods approach combining quantitative and qualitative methods was utilized to answer the research objectives. An observational technique for the PBL teaching sessions was employed; and 226 third-year students were asked to complete PBL evaluation questionnaire.
Results: Fifty seven percent (n = 130) responses to the questionnaire were analyzed. Overall, students considered PBL to be moderately effective in their learning experience, with a mean of 3.64 (S.D = 1.18). Students qualitative responses fell within four thematic categories including: developing cognitive abilities, independent learning, motivation to learn, and group learning. Difficulties encountered by students were: it is time-consuming, it has unclear objectives, it is a stressful process, and it results in an increased workload. A small number of students indicated that PBL tutorials were boring and complained about lack of contribution from instructors and limited recourses. Learning is intertwined with culture; students' previous educational experiences, uncertainty, English language proficiency, computer resources, gender, and achievement were identified as the most important cultural issues that impact the learning process and outcomes.
Conclusion: Successful implementation of PBL does not come easily; teachers should be alert to the issues of culture in designing curriculum.

• 出版日期2014-3