Abstract
Critical thinking and effective problem solving skills have been regarded as an important element and as an educational outcome in professional nursing. The purpose of this study is to examine the implementation of Problem Based Learning (PBL) among nursing students. More specifically, it compares pretest and post test scores of the implementation of PBL among third year students. The correlation between the levels of satisfaction of students toward PBL and the effectiveness of PBL were examined. Convenient sample methods were chosen and ninety four third year students participated from a private nursing college, Johor Bahru, Malaysia. Data of this study was analyzed using t-test. Findings indicated significant differences in overall scores of pretest and posttest among third year students. The result also demonstrated that the students’ level of satisfaction towards PBL correlated with the effectiveness of PBL. From the finding, it has been concluded that implementation of PBL can be further developed through creative and innovative approach in the students’ learning process.
Highlights
The nurse carries out her function irrespective of race, religion, status, and respecting the culture of the various ethnic groups in Malaysian Society”
The purpose of this study is to examine the implementation of Problem Based Learning (PBL) among nursing students
PBL is centered on three main principles: (a) The PBL process begins with problems rather than with exposition or prior learning of disciplinary knowledge, (b) it is a way of combining teaching and learning experiences with courses and curricula by using problems as the stimulus and focus for student activity, and (c) it is a student centered approach to learning (Barrows and Tamblyn, 1980; Charlin & Mann, 1998; Ross, 1991)
Summary
The nurse carries out her function irrespective of race, religion, status, and respecting the culture of the various ethnic groups in Malaysian Society”. Barrows et al (1976) defined PBL as the learning that results from the process of working towards the understanding or resolution of a problem. PBL is centered on three main principles: (a) The PBL process begins with problems rather than with exposition or prior learning of disciplinary knowledge, (b) it is a way of combining teaching and learning experiences with courses and curricula by using problems as the stimulus and focus for student activity, and (c) it is a student centered approach to learning (Barrows and Tamblyn, 1980; Charlin & Mann, 1998; Ross, 1991). According to Anderson and Elloumi (2005), cognitive psychology looks at www.ccsenet.org/ies
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