Volume 5, Issue 1, February 2016, Page: 16-21
Perception and Utilization of Problem-Based Learning by Nurse Educators in Cross River State, Nigeria
Patience Edoho Samson-Akpan, Department of Nursing Sciences, Faculty of Allied Medical Sciences, College of Medical Sciences, University of Calabar, Cross-River State, Nigeria
Idang Neji Ojong, Department of Nursing Sciences, Faculty of Allied Medical Sciences, College of Medical Sciences, University of Calabar, Cross-River State, Nigeria
Akon Emmanuel Ndiok, Department of Nursing Sciences, Faculty of Allied Medical Sciences, College of Medical Sciences, University of Calabar, Cross-River State, Nigeria
Received: Jan. 19, 2016;       Accepted: Feb. 13, 2016;       Published: Feb. 29, 2016
DOI: 10.11648/j.ajns.20160501.13      View  4159      Downloads  138
Abstract
Problem based learning is one of the innovations in tertiary education where appropriate problem is used to increase knowledge and understanding but Nursing and Midwifery Council of Nigeria has not yet incorporated it into the curricular of nursing education. Therefore, the purpose of the study was to assess nurse educators’ perception of problem-based learning in order to provide useful information for necessary intervention. The study was a descriptive survey. A convenience sampling technique was used and 40 nurse educators out of 58 in Calabar participated in the study. Furthermore, 6 out 10 nursing educational institutions in Cross River State were used. A self-developed and well validated questionnaire served as an instrument for data collection. Data were analyzed using SPSS version 15. Descriptive statistics was used for data analysis. The results revealed that most of the respondents 29(75.5%) were females. With regards to professional and educational qualifications, all the respondents were registered nurses and most of the respondents were B.N.Sc./BSc./B. Ed degree holders 16(40%), while Masters’ Degree holders were 15 (37.5%). The results revealed that majority of the respondents had a positive view and attitude towards problem-based learning and would like it to be introduced into nursing educational institutions. The study suggests that nurse educators will be positively disposed to the use of problem-based learning in teaching-learning process as it is being used in most professional courses in developed and developing countries. Therefore, it was suggested that all stakeholders in nursing educational institutions should organize workshops and seminars to orientate nurse educators on problem-based learning. The curriculum for training of student nurses should be reviewed to reflect problem-based learning.
Keywords
Problem-Based Learning, Perception, Utilization, Attitude, Knowledge, Nurse Educators
To cite this article
Patience Edoho Samson-Akpan, Idang Neji Ojong, Akon Emmanuel Ndiok, Perception and Utilization of Problem-Based Learning by Nurse Educators in Cross River State, Nigeria, American Journal of Nursing Science. Vol. 5, No. 1, 2016, pp. 16-21. doi: 10.11648/j.ajns.20160501.13
Copyright
Copyright © 2016 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Reference
[1]
Hamdan AR, Kwan CL, Khan A, Ghafar MNA, Sihes AJ. Implementation of problem-based learning among nursing students. International Education Studies 2014; 7 (7) doi10.5539/iesv7n7p136 Retrieved http://dx.doi.org/10.5539/ies.v7n7p136.
[2]
Barrows HS, Tamblyn RM, Robyn M. an evaluation of problem-based learning in groups utilizing a simulated patient. Journal of Medical Education 1976; 51 (1), 52-54.
[3]
Barrows HS. How to design a problem-based learning curriculum for the preclinical years. Springer, New York; 1985.
[4]
Zhang W. Problem-based learning in nursing education. Advances in Nursing 2014. http://dx.doi.org/10.1155/2014/125707. Retrieved http://www.hindawi.com/journala/anurs/2014/125707/.
[5]
Jeffries P. Development and test of a model for designing interactive CD ROMs for teaching nursing skills. Computers in Nursing 2000; 18 (3), 118-124.
[6]
Badeau KA. Problem-based learning: An educational method for nurses in clinical practice. Journal for Nurses in Staff Development 2010; 26(6), 244-249.
[7]
Obaya P. Workbook and complementary reader on: Quality teaching for quality learning in higher education. University of Calabar Press. Calabar, Nigeria; 2013.
[8]
Magnusen L, Ishida D, Itano J. The impact of the use of inquiry based learning as a teaching methodology on the development of critical thinking. Journal of Nurse Education 2000; 160-7.
[9]
Dehhkordi AH, Heydarnejad MS. The impact of problem-based learning and lecturing on the behavior and attitudes of Iranian nursing students. Danish Medical Bulletin 2008; 55(4), 224-226.
[10]
Margeston D. Can all education be problem-based: can it afford not to be? Problem-based Learning Forum. Hong Centre for Problem-Based Learning; 2001.
[11]
Pastirik PJ. Using problem-based learning in a large classroom. Nurse Education 2006; 6: 261-267.
[12]
Woods D. Problem-based learning for large classes n chemical engineering. In Wilkerson, L. Gijsaers, W. (Eds.), bringing problem-based learning to higher education: theory and practice. Jossey-Bass, San Francisco; 1996.
[13]
Celia LM, Gordon PR. Using problem-based learning to promote critical in an orientation programme for novice nurses. Journal for Nurses in Staff Development 2001; 17(1), 12-19.
[14]
Consul-giribet M, Medina-Moya JL. Strength and weaknesses of problem-based learning from the professional perspective of Registered Nurse. Rev. Latino-Am. Emfermagem 2014; 22 (5) http://dx.doi.org/10.1590/0104-1169.3236.2473 Retrieved http://www.scielo.br/scielo.php?pid=s0104-11692014000500724&script=sci_arttext.
[15]
Luo Y, Zhou DD, Song Y, Liu D. Investigation of nursing students’ knowledge of and attitudes about problem-based learning. International Journal of Nursing Sciences 2014; 1 (1), 126-129.
[16]
Hung C-H, Lin C-Y. Using concept mapping to evaluate knowledge structure in problem-based learning. BMC Medical Education 2015; Doi 10.1186/s12909-015-0496-x. Retrieved http://link.Springer.com/article/10.1186%2Fs12909-015-0496-x.
[17]
Olusola MO, Filani TO. The nurse lecturer in clinical practice. West African Journal of Nursing 2006; 17(1), 44-47.
[18]
Frost M. An analysis of the scope and value of problem-based learning in the education of health care professionals. Journal of Advance Nursing 1996; 24(5), 1047-1053.
[19]
Hwang SY, Kim M J. A comparison of problem-based learning and lecture-based in an adult health nursing course. Nurse Education Today 2005; 26, 315-321.
[20]
Royal College of Nursing. Problem-based learning: an innovative approach to learning and teaching 2013; Retrieved http://www.rcn.org.ukdevelopment/communities/rcn_forum_communities/mental_health/good_practice/problem_based_learning_an_innovative_approach_to_learning...
[21]
Finucane PM, Johnson SM, Prideaux DJ. Problem-based learning: Its rationale and efficacy. Med J Austral 1998; 168: 445-8.
[22]
Cooke M, Moyle K. Students’ evaluation of problem-based learning. Nurse Education Today 2002; 22(4), 330-339.
[23]
Andrews M, Jones P. Problem-based learning in an undergraduate nursing programme: A case study. Journal of Advance Nursing 1996; 23(2), 357-365.
[24]
Deretchin L, Contant C. Learning behavior in a mixed traditional and problem-based learning curriculum. Education for Health 1999; 12 (2), 169-180.
[25]
Adejumo O, Ganga-Limando, M. Facilitating positive attitudes towards an innovative programme for baccalaureate nursing education: example from the clinical setting. Curationis 2000; 23 (1), 3-9.
Browse journals by subject