Problem based learning vs traditional curricula: A comparative study of nursing students' self-directed learning readiness

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dc.contributor.author Qamata-Mtshali, Nomawethu Acquilla
dc.date.accessioned 2013-04-11T07:45:45Z
dc.date.available 2013-04-11T07:45:45Z
dc.date.issued 2013-04-11
dc.identifier.uri http://hdl.handle.net/10539/12656
dc.description.abstract Introduction: Nursing students in a lecture-based learning (LBL) programme, referred to as a traditional curriculum in this study are assumed to be less prepared for self-directed learning (SDL), since little emphasis is placed on (SDL) skill acquisition during their learning process. On the other hand, SDL skills are well described in Problem-Based Learning (PBL), designed to develop students’ self-directedness. In this study context, no baseline data exist about students’ readiness to take responsibility for their learning with respect to their attitude, abilities and/or behaviours necessary for SDL. Purpose: The purpose of this study was to compare the SDL readiness of undergraduate nursing students who are prepared through PBL and LBL curricula in two universities in Johannesburg. Methodology: A descriptive, cross-sectional, comparative design was used to examine and describe the differences between the two groups. Of the total population of 200 nursing students (N=200) 159 responded and comprised the final sample (n=159). A 40-item structured questionnaire, the Self- Directed Learning Readiness Scale (SDLRS) was used to collect data, in the subscales: selfmanagement, desire for learning and self-control. Results: Both groups reported almost equal and acceptable levels (>150) of readiness for SDL, as indicated by similar mean scores in the combined subscales; the difference in their overall readiness was not significant (p=0.69). Students in the PBL group reported higher scores in self-management than the LBL group in the final year Y4; the difference though, was not statistically significant (p=0.82). Students in both groups were similar in their desire for learning at the beginning of the course (Y1), declining sharply in year two (Y2); the PBL group reported a greater desire to learn than the LBL group, in Y4. This difference was not statistically significant (0.90). The PBL group reported a lesser ability for self-control than their LBL counterparts in the junior years, but showed noticeable educational growth in Y4, exceeding that of the LBL group; the LBL group showed no growth at all. Statistically, this difference was not significant (p=0.82). Conclusion: Recommendations were made for the utilization of progressive, less didactic methods in nurse education, based on the SDL readiness levels reported. It was further recommended that future research make use of bigger samples and that practical significance as opposed to statistical significance be used to draw inferences. en_ZA
dc.language.iso en en_ZA
dc.subject.mesh Education, Nursing
dc.title Problem based learning vs traditional curricula: A comparative study of nursing students' self-directed learning readiness en_ZA
dc.type Thesis en_ZA


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