Evaluation of problem-based learning in an undergraduate nursing education programme

[摘要] English: The aim of this study was to evaluate problem-based learning in an undergraduatenursing education programme. The School of Nursing at the University of the OrangeFree State implemented problem-based learning as a teaching and learning strategy in theundergraduate programme in 1997. The 1998 course was evaluated to determine thesuccess of this innovative method of instruction. It was done by administration of anaudit to determine whether the methodology and process of PBL were followed; all thevariables (internal and external) were considered during programme development, andwhether requirements for outcomes as required by the South African QualificationsAuthority were met. Student satisfaction was determined by means of a perceptionquestionnaire and changes that took place in learning styles were determined by means ofa learning style inventory that was developed in Lancaster. The grades students obtainedin problem-based learning subjects were compared to the grades they obtained in subjectsthat were instructed by means of traditional lectures, as well as their grade 12 resultssecondary schooling. The audit revealed that this course was carefully planned and implemented to be one ofexceptional quality. An action research model was used to monitor the integratedcurriculum model with an emphasis on the PBL philosophy. This curriculum was foundto be successful in portraying the South African health context in a lifelike andcomprehensive manner, as the design was community-based. This curriculum addressedthe tendency to overload and divided curricula in the disciplines, which bears littleresemblance to the reality of the South African health context. A deficiency found is thelack of a formal quality assurance programme, which will enhance the maintenance of thehigh standard.Students in the course were under a lot of stress as they had to leave the comfort zones oftraditional learning and some reacted with anger and resentment. Learning did take placein spite of all the hurdles students were confronted with. Superiority in meaningorientation, intrinsic motivation, deep approaches and comprehension learning wasdetected by the LAS! when results were compared to the scores of similar studies done infirst-world countries (see Appendix J). Unfortunately a decrease in student-centrednesstook place, which could be ascribed to group sizes that were too large, fear of failure (asbursaries would be forfeited if students did not perform up to certain standards) and aheavy workload.Assessment results of PBL subjects were very positive in spite of students' indicationsthat they found the course difficult. Assessment scores were much higher for PBLsubjects than for traditional lecturing subjects, as well as Anatomy, which was instructedby means of video-assisted instruction. Nearly half the students obtained betterassessment results in PBL than in their matriculation examinations. The most positive aspect of the first-year nursing course was the fact that studentsbecame self-directed learners and that a pattern of lifelong learning was created to equipthem for the challenges that lie ahead in the 21st century.

[发布机构] University of the Free State