Problem-Based Learning in nursing education at Hue University of Medicine and Pharmacy, Vietnam: Perspective and needs assessment

Abstract

ABSTrAcT 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 problem-based 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). Data on the use of technology for information searches and updating knowledge essential for evidence-based 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%). 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.