An evaluation of nursing students’ perceptions of problem-based learning in Federal University of Technology, Owerri
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Background of the Study
Problem-Based Learning (PBL) is an instructional strategy that emphasizes active learning through the use of real-world problems to encourage critical thinking, collaboration, and independent problem-solving. In nursing education, PBL is increasingly used to develop students’ clinical reasoning, decision-making, and teamwork skills, all of which are essential in healthcare settings. The Federal University of Technology, Owerri (FUTO), has integrated PBL into its nursing curriculum to enhance students’ learning experiences by encouraging them to engage with clinical problems and apply theoretical knowledge in practical scenarios (Okechukwu & Oparah, 2023).
Research indicates that PBL can improve nursing students’ clinical competencies, as it challenges them to think critically about patient care, consider multiple perspectives, and collaborate with peers (Onyema et al., 2024). Furthermore, PBL has been linked to increased student motivation and satisfaction, as it provides a more interactive and student-centered learning experience compared to traditional lecture-based teaching. However, despite the positive outcomes associated with PBL, its effectiveness depends on various factors, including students’ attitudes, the quality of problem scenarios, and the role of the facilitator in guiding the learning process.
This study aims to evaluate nursing students’ perceptions of Problem-Based Learning at the Federal University of Technology, Owerri, focusing on how students perceive the effectiveness of PBL in enhancing their learning experience and clinical competencies.
Statement of the Problem
While Problem-Based Learning has been shown to enhance nursing education by promoting critical thinking and clinical skills, the perceptions of nursing students at the Federal University of Technology, Owerri regarding the effectiveness of PBL have not been adequately explored. Students’ attitudes toward PBL, their experiences with the learning process, and the perceived benefits and challenges of this teaching method remain largely unknown. As such, there is a need to investigate nursing students’ perceptions of PBL in order to assess its effectiveness in fostering student engagement, learning outcomes, and clinical competencies.
Objectives of the Study
1. To assess nursing students’ perceptions of the effectiveness of Problem-Based Learning in enhancing their learning experiences at FUTO.
2. To evaluate the impact of Problem-Based Learning on the development of clinical competencies in nursing students.
3. To identify the challenges nursing students face in participating in Problem-Based Learning at FUTO.
Research Questions
1. How do nursing students perceive the effectiveness of Problem-Based Learning in enhancing their learning experiences at FUTO?
2. What is the impact of Problem-Based Learning on the development of clinical competencies in nursing students?
3. What challenges do nursing students face in participating in Problem-Based Learning at FUTO?
Research Hypotheses
1. Nursing students at FUTO perceive Problem-Based Learning as an effective strategy for enhancing their learning experiences.
2. Problem-Based Learning positively impacts the development of clinical competencies in nursing students at FUTO.
3. Nursing students at FUTO face significant challenges in participating in Problem-Based Learning.
Scope and Limitations of the Study
The study will focus on nursing students at the Federal University of Technology, Owerri, assessing their perceptions of the effectiveness of Problem-Based Learning in enhancing learning outcomes and clinical competencies. Limitations include the potential for response bias in self-reported data and the challenge of assessing clinical competencies through theoretical problem-solving scenarios.
Definitions of Terms
• Problem-Based Learning (PBL): An instructional method where students learn by solving complex, real-world problems, encouraging critical thinking, collaboration, and active learning.
• Learning experiences: The various ways in which students engage with and internalize educational content, including lectures, discussions, and practical applications.
• Clinical competencies: Practical skills necessary for nursing practice, including assessment, diagnosis, and intervention in patient care.
• Student perceptions: The attitudes, beliefs, and opinions of students regarding the effectiveness and value of educational methods.
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