Problem-Based Learning in nursing education at Hue University of Medicine and Pharmacy, Vietnam: Perspective and needs assessment
Purpose: The purpose of this study was to examine faculty and student perspectives on and learning needs about Problem-based Learning (PBL) methodology. Methods: A cross-sectional study using a questionaire. Descriptive statistics were applied to analyse the data from 41 faculty members and 236 nurs...
| Main Authors: | , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Halla Newcastle Education and Research Center
2016-02-01
|
| Series: | Journal of Problem-Based Learning |
| Subjects: | |
| Online Access: | http://www.ejpbl.org/upload/pdf/pbl-3-1-9.pdf |
| _version_ | 1819175008696532992 |
|---|---|
| author | Thi Anh Phuong Nguyen Sunjoo Kang Thi Thuy Trang Ho Ba Hai Mai Thi Diem Binh Vo Vu Quoc Huy Nguyen |
| author_facet | Thi Anh Phuong Nguyen Sunjoo Kang Thi Thuy Trang Ho Ba Hai Mai Thi Diem Binh Vo Vu Quoc Huy Nguyen |
| author_sort | Thi Anh Phuong Nguyen |
| collection | DOAJ |
| description | Purpose: The purpose of this study was to examine faculty and student perspectives on and learning needs about Problem-based Learning (PBL) methodology.
Methods: A cross-sectional study using a questionaire. Descriptive statistics were applied to analyse the data from 41 faculty members and 236 nursing students.
Results: The data showed that 66.8 % of students and 17.1 % of faculty had never known about problembased learning. Most faculty and students believed that this method could be applied into nursing education (97.6% and 98.6 %, respectively). The mean age of faculty members was 29.05 (SD = 8.57) and students was 20.20 (SD = .67). <br/>
Data on the use of technology for information searches and updating knowledge essential for evidencebased practice, showed that most faculty used Laptops (26.8%) and Smartphones (19.5%) while nursing students (31.4%), mostly used Smartphone only. The average internet use time daily was 3 to 6 hours for faculty (43.9%), and students (40.3%). <br/>
Faculty members and students perceived that the benefits of the methodology were that “students were more active and self-directed in learning”, it provided a means for “systematic problem solving”, and had the potential for “enhancing critical thinking skills”, “deeper understanding of problems” and “improvement in individual skills”. The disadvantages were that “faculty spent more time on the course”, “faculty required both theory and clinical knowledge/experience”. The student perspective was focused on PBL as “a new method” and that “students were required to have more comprehensive knowledge”.
Conclusion: Understanding the perspective of nursing students about the methodology of PBL will help faculty better understand the student’s learning needs. This is of prime concern for student centred learning and necessary information for nursing faculty in order to design and continually develop an appropriate nursing curriculum for contemporary practice in the future. |
| first_indexed | 2024-12-22T20:48:02Z |
| format | Article |
| id | doaj.art-2907f74a65c74886b1b3370ba033a01d |
| institution | Directory Open Access Journal |
| issn | 2288-8675 |
| language | English |
| last_indexed | 2024-12-22T20:48:02Z |
| publishDate | 2016-02-01 |
| publisher | Halla Newcastle Education and Research Center |
| record_format | Article |
| series | Journal of Problem-Based Learning |
| spelling | doaj.art-2907f74a65c74886b1b3370ba033a01d2022-12-21T18:13:10ZengHalla Newcastle Education and Research CenterJournal of Problem-Based Learning2288-86752016-02-013191410.24313/jpbl.2016.3.1.912Problem-Based Learning in nursing education at Hue University of Medicine and Pharmacy, Vietnam: Perspective and needs assessmentThi Anh Phuong Nguyen0Sunjoo Kang1Thi Thuy Trang Ho2Ba Hai Mai3Thi Diem Binh Vo4Vu Quoc Huy Nguyen5University Lecturer, Faculty of Nursing, Hue University of Medicine and Pharmacy, VietnamAssistant Professor, Cheju Halla University, Republic of KoreaUniversity Lecturer, Faculty of Nursing, Hue University of Medicine and Pharmacy, VietnamUniversity Lecturer, Faculty of Nursing, Hue University of Medicine and Pharmacy, VietnamUniversity Lecturer, Faculty of Nursing, Hue University of Medicine and Pharmacy, VietnamProfessor, Faculty of International Education, Hue University of Medicine and Pharmacy, VietnamPurpose: The purpose of this study was to examine faculty and student perspectives on and learning needs about Problem-based Learning (PBL) methodology. Methods: A cross-sectional study using a questionaire. Descriptive statistics were applied to analyse the data from 41 faculty members and 236 nursing students. Results: The data showed that 66.8 % of students and 17.1 % of faculty had never known about problembased learning. Most faculty and students believed that this method could be applied into nursing education (97.6% and 98.6 %, respectively). The mean age of faculty members was 29.05 (SD = 8.57) and students was 20.20 (SD = .67). <br/> Data on the use of technology for information searches and updating knowledge essential for evidencebased practice, showed that most faculty used Laptops (26.8%) and Smartphones (19.5%) while nursing students (31.4%), mostly used Smartphone only. The average internet use time daily was 3 to 6 hours for faculty (43.9%), and students (40.3%). <br/> Faculty members and students perceived that the benefits of the methodology were that “students were more active and self-directed in learning”, it provided a means for “systematic problem solving”, and had the potential for “enhancing critical thinking skills”, “deeper understanding of problems” and “improvement in individual skills”. The disadvantages were that “faculty spent more time on the course”, “faculty required both theory and clinical knowledge/experience”. The student perspective was focused on PBL as “a new method” and that “students were required to have more comprehensive knowledge”. Conclusion: Understanding the perspective of nursing students about the methodology of PBL will help faculty better understand the student’s learning needs. This is of prime concern for student centred learning and necessary information for nursing faculty in order to design and continually develop an appropriate nursing curriculum for contemporary practice in the future.http://www.ejpbl.org/upload/pdf/pbl-3-1-9.pdfProblem-Based Learning, Nursing education, Learner perspectives, Learner needs |
| spellingShingle | Thi Anh Phuong Nguyen Sunjoo Kang Thi Thuy Trang Ho Ba Hai Mai Thi Diem Binh Vo Vu Quoc Huy Nguyen Problem-Based Learning in nursing education at Hue University of Medicine and Pharmacy, Vietnam: Perspective and needs assessment Journal of Problem-Based Learning Problem-Based Learning, Nursing education, Learner perspectives, Learner needs |
| title | Problem-Based Learning in nursing education at Hue University of Medicine and Pharmacy, Vietnam: Perspective and needs assessment |
| title_full | Problem-Based Learning in nursing education at Hue University of Medicine and Pharmacy, Vietnam: Perspective and needs assessment |
| title_fullStr | Problem-Based Learning in nursing education at Hue University of Medicine and Pharmacy, Vietnam: Perspective and needs assessment |
| title_full_unstemmed | Problem-Based Learning in nursing education at Hue University of Medicine and Pharmacy, Vietnam: Perspective and needs assessment |
| title_short | Problem-Based Learning in nursing education at Hue University of Medicine and Pharmacy, Vietnam: Perspective and needs assessment |
| title_sort | problem based learning in nursing education at hue university of medicine and pharmacy vietnam perspective and needs assessment |
| topic | Problem-Based Learning, Nursing education, Learner perspectives, Learner needs |
| url | http://www.ejpbl.org/upload/pdf/pbl-3-1-9.pdf |
| work_keys_str_mv | AT thianhphuongnguyen problembasedlearninginnursingeducationathueuniversityofmedicineandpharmacyvietnamperspectiveandneedsassessment AT sunjookang problembasedlearninginnursingeducationathueuniversityofmedicineandpharmacyvietnamperspectiveandneedsassessment AT thithuytrangho problembasedlearninginnursingeducationathueuniversityofmedicineandpharmacyvietnamperspectiveandneedsassessment AT bahaimai problembasedlearninginnursingeducationathueuniversityofmedicineandpharmacyvietnamperspectiveandneedsassessment AT thidiembinhvo problembasedlearninginnursingeducationathueuniversityofmedicineandpharmacyvietnamperspectiveandneedsassessment AT vuquochuynguyen problembasedlearninginnursingeducationathueuniversityofmedicineandpharmacyvietnamperspectiveandneedsassessment |