A self-report of university nursing students' competence in learning skills and processes as a result of problem-based learning.
Date
2014-04-23
Authors
Bomvana, Nthabiseng Maureen
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Abstract
Problem-based learning is recognized as an appropriate teaching-learning strategy for the preparation and development of health professionals in South Africa. Four university nursing schools have adopted a problem-based learning (PBL) model for the design and implementation of their Bachelor of Nursing curricula. Problem-based learning is learning by facilitating the acquisition of knowledge and skills such as communication, team work, self-directed learning, problem-solving and critical thinking. Although competence is implied in students’ academic marks, it is not known how students feel about problem-based learning or whether they are satisfied with their PBL courses and how they view their own competence as a result of PBL.
The purpose of the study was to determine the level of undergraduate nursing students’ satisfaction with their problem-based learning course as well as their reported competence in learning skills and processes as a result of problem-based learning. A quantitative, descriptive survey was used to collect data. The study population consisted of all nursing students enrolled in the second, third and fourth year of the Bachelor of Nursing degree in the 2010 academic year (N=42). Students who agreed to participate completed questionnaires per year of study and per PBL course. The final number of questionnaires that were analysed amounted to 92 (n=92).
Data were analysed using STATA version 11. The results showed that overall, students were satisfied with the organizational aspects of their PBL course, facilitator expertise and quality of facilitation. They were less satisfied with facilitator attitude in the senior years of study. Students reported with certainty their competence in the learning processes and skills as a result of PBL; some senior students (16.3%) did not feel competent to access and use literature sources and to integrate information into and plan nursing care (17.3%). Students reported that PBL is useful, empowering, enlightening and felt that the structured use of core lectures and more practise opportunities would enhance their competence.
Description
A Research Report submitted to the Faculty of Health Sciences, University of the Witwatersrand, Johannesburg in partial fulfillment of the requirements for the degree of Master of Science in Nursing Johannesburg, 2013
Keywords
PBL