alexa Problem-Based Learning (PBL) Versus Lecture based Learning (LBL): Effect on the Development of Critical Thinking, Problem Solving and Self Directive Learning Skills in Nursing Students| Abstract
ISSN: 2167-1168

Journal of Nursing & Care
Open Access

Our Group organises 3000+ Global Conferenceseries Events every year across USA, Europe & Asia with support from 1000 more scientific Societies and Publishes 700+ Open Access Journals which contains over 50000 eminent personalities, reputed scientists as editorial board members.

Open Access Journals gaining more Readers and Citations
700 Journals and 15,000,000 Readers Each Journal is getting 25,000+ Readers

This Readership is 10 times more when compared to other Subscription Journals (Source: Google Analytics)
All submissions of the EM system will be redirected to Online Manuscript Submission System. Authors are requested to submit articles directly to Online Manuscript Submission System of respective journal.
  • Research Article   
  • J Nurs Care ,

Problem-Based Learning (PBL) Versus Lecture based Learning (LBL): Effect on the Development of Critical Thinking, Problem Solving and Self Directive Learning Skills in Nursing Students

Hend Al-Najar1, Amal Ibrahim Khalil1,2*, Siti Awa Abu Bakar1 and Noor Siah Abdul Aziz1
1Department of Pediatric Nursing, College of Nursing, King Saud Bin Abdul-Aziz University for Health Sciences, Jeddah, Saudi Arabia
2Department of Psychiatry, Menoufyia University, Shebin-Alkom, Egypt
*Corresponding Author : Amal Ibrahim Khalil, Assistant Professor, Department of Pediatric Nursing, College of Nursing, King Saud Bin Abdul-Aziz University for Health Sciences, Jeddah, Saudi Arabia, Tel: 006-6959-513-8896, Email: [email protected]

Received Date: Jul 17, 2019 / Accepted Date: Sep 18, 2019 / Published Date: Sep 25, 2019

Abstract

Background: Although there is much literature on Problem-Based Learning (PBL) in medical and nursing education, there is little from the cultural perspective. Therefore, the study aims to examine the outcome abilities including critical thinking, problem-solving, and self-directed learning of nursing students receiving PBL vs. traditional lecture.

Methods: A randomized controlled trial (RCT) design was used with 85 undergraduate students who studied in level seven and were enrolled to a psychiatric nursing course. Four instruments were used including: 20-items selfreport PBL Evaluation Questionnaire (PBLEQ). The Self-assessment Scale on Active Learning and Critical Thinking (SSACT) scale consists of 14 items of two domains “active learning” and “critical thinking.” All scales had good reliability with coefficient alpha >0.8.

Results: the survey response rates were 100%, the study results revealed that the experimental group was considered PBL is effective in their learning process (t=3.568; p ≤ 0.05). The overall SSACT also showed a significant difference in experimental group at pre and post intervention (t=6.413; p ≤ 0.05). There was also a significantly different percentage score between experimental and control group in pretest (t=2.374 p ≤ 0.05).

Conclusion: This study offers information on student’s perspective regarding the effectiveness of PBL in constructing professional knowledge, developing problem solving skills, developing self-directed learning, and improving motivation. Moreover, it promotes effective group collaboration and enhances active learning and critical thinking. Therefore, PBL is easily considered as an alternative method of teaching nursing students since, it helps students act as professionals in clinical situations with insufficient information and encourages them to think not only deeply, but also rigorously while developing lifelong learning skills.

Keywords: Active learner; Constructivists; Nursing; Problem solving; Self-directed learning; Traditional learning

Citation: Al-Najar H, Khalil AI, Bakar SAA, Aziz NSA (2019) Problem-Based Learning (PBL) Versus Lecture based Learning (LBL): Effect on the Development of Critical Thinking, Problem Solving and Self Directive Learning Skills in Nursing Students. J Nurs Care 8: 489.

Copyright: © 2019 Al-Najar H, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Select your language of interest to view the total content in your interested language

Post Your Comment Citation
Share This Article
Relevant Topics
Article Usage
  • Total views: 125
  • [From(publication date): 0-0 - Nov 18, 2019]
  • Breakdown by view type
  • HTML page views: 103
  • PDF downloads: 22
Top