Problem based learning vs traditional curricula: A comparative study of nursing students' self-directed learning readiness
Date
2013-04-11
Authors
Qamata-Mtshali, Nomawethu Acquilla
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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.