Effectiveness of Problem-Based Learning in Nursing Curricula

Abstract

Background: Problem-Based Learning (PBL) is an innovative educational approach that fosters critical thinking, clinical reasoning, and collaborative problem-solving in nursing students, preparing them for dynamic healthcare environments. Objective: This study aimed to evaluate the effectiveness of PBL in enhancing the critical thinking, clinical reasoning, and satisfaction of nursing students at Banalata Nursing and Midwifery Institute. Method: A descriptive cross-sectional study was conducted from June 2021 to December 2021 among 50 nursing students (10 males, 40 females) at Banalata Nursing and Midwifery Institute. Structured interviews with Yes/No questions assessed their perceptions of PBL. Data analysis included percentage calculations and descriptive statistics. Results: Of the 50 participants, 84% (42 students) reported improved critical thinking, 78% (39 students) reported enhanced clinical reasoning, and 90% (45 students) expressed satisfaction with PBL. Among males, 80% (8 students) found PBL effective compared to 85% (34 students) among females. Satisfaction levels were slightly higher among females (92.5%) than males (80%). Furthermore, 70% (35 students) believed PBL enhanced teamwork, while 60% (30 students) highlighted its role in improving self-directed learning. The gender-based analysis revealed no significant statistical difference in outcomes. Conclusions: PBL effectively enhances critical thinking, clinical reasoning, and satisfaction among nursing students, making it a valuable addition to the nursing curriculum. Gender-based differences in perceptions were minimal, indicating consistent benefits across diverse student groups.