Effect of Problem Based Learning on Self Directed Learning and Critical Thinking dispositions among Faculty Nursing Students Zagazig University

Mohamed, Hanan Meslhy; Soliman, Mohamed Adel S; Abd ElFattah, Magda Abd El-Hamed; Hussein, Farida Mahmoud

doi:10.21608/znj.2017.38614

Effect of Problem Based Learning on Self Directed Learning and Critical Thinking dispositions among Faculty Nursing Students Zagazig University

Document Type : Original Article

Authors

¹ Assistant lecturer-Nursing Administration - Faculty of Nursing- Zagazig University

² Prof. of Community Medicine- Faculty of Medicine- Zagazig University

³ Assistant Prof of Nursing Administration- Faculty of Nursing- Cairo University

⁴ lecturer-Nursing Administration - Faculty of Nursing- Zagazig University

10.21608/znj.2017.38614

Abstract

Background: Problem-based learning is one of the most important developments in health education. This educational strategy uses real problems as a context for students to learn and has been chosen for curriculum delivery in many professional schools around the world. Aim of the study: was to evaluate the effect of problem based learning on self-directed learning and critical thinking among nursing students. Subjects and Methods: Research design: A True experimental design was utilized. Setting: The study was conducted at faculty of nursing Zagazig University. Subjects: simple random sample of 192 students were chosen divided into 96 for experimental group and 96 for control group.Tools of data collection: a questionnaire sheet for student nurses composed of six parts: personal characteristics, Self-directed learning skills, Self-directed learning readiness, Knowledge Test, the California critical thinking disposition, and self- assessment and tutor assessment. Results: revealed that there were statistically significant improvements regarding the self-directed learning skills in experimental group than in control group. As well, there were statistically significant improvements regarding the self-directed learning readiness in experimental group than in control group. In addition, The PBL program had no effect on experimental group’s level of critical thinking dispositions skills while there were increased in control group’s level of critical thinking dispositions skills. As well, the student’s assessment was higher in all items than tutor assessment. conclusion: The PBL program had no effect on experimental group’s level of critical thinking dispositions skills while there were increased in control group’s level of critical thinking dispositions skills Recommendations: it is recommended to utilize the problem based learning strategy in all nursing curriculum and Provide extra training to the faculty staffs to be a perfect PBL tutor and provide training to course planners in developing problems and scenarios that improve the critical thinking abilities and self-directed learning skills.

Keywords