Keywords : Problem based Learning

Nursing Faculty Opinions about Problem Based Learning (PBL) Method

Rifaie Yaseen Hameed Al-Hussein

Mosul Journal of Nursing, 2014, Volume 2, Issue 2, Pages 70-78
DOI: 10.33899/mjn.2014.162931

Background and Objectives: As a learning strategy, Problem Based Learning (PBL) offers the potential
to bridge the theory – practice gap in professional practice, through the recognition and evaluation of
practice – based problems. It is based on principles and cognitive psychology, it differs from the much
criticized traditional methods of learning which are largely teacher centered. The study was carried out to
determine the opinions of faculty teaching members in nursing schools about PBL method
Methods and Materials: The descriptive study conducted throughout the period of 1st January till 28th
March / 2013. Convenience sample of (68) faculty members were attained; almost of them were
baccalaureate –as a trainers- and master in nursing, 82.4% of them were nursing faculty members and
more than half of them (58.8%) had less than (6) years as a tenure in nursing schools. The sample was
approximately equal distributed among the settings of the study (two nursing colleges and two nursing
institutes). Anonymous questionnaire was structured depended on many previous related literatures, it
consists of (46) items (Tutor-related=5, Student-related=12 and Design-related=29). Each item has five
options (Strongly disagree=1 – Strongly agree=5). Validity of the instrument was checked by review of
(5) experts in nursing, while reliability was measured through split-half technique (r=0.87).
Results: The main results of the study were: low acceptable level of opinion about PBL method among
faculty members, while the attributes of the sample didn't indicate any significant statistical differences.
Conclusion: It concluded that nursing curriculums tend to be traditional method as lecture-based.
Key words: Problem based Learning, Faculty Members, Nursing Schools, Opinion.