Hanem F. Mohamed
King Saud bin Abdulaziz University for Health Sciences, KSA
Title: The effectiveness of training workshop in changing the tutors’ knowledge and attitude towards the integration of problem based learning into nursing curriculum
Biography
Biography: Hanem F. Mohamed
Abstract
Background: Although lecture-based teaching is particularly good for presenting up-to-date information that support teaching and learning process, but it tends to promote shallow learning where students focus only on memorizing and subject-centered material. Moving from the linear way of thinking, a new advancement in organizing and delivering a lecture that focus on understanding, motivation, and analytical way of thinking is needed. PBL is a self-directed learning method that helps learner to develop critical thinking, problem solving skills and enhance their aptitude.
Aim: Based on the Kirkpatrick Model (1959) that considered a worldwide standard for evaluating the effect of educational training, the aim of the study was to measure the effectiveness of training workshop in changing the tutors’ knowledge and attitude towards the integration of PBL into nursing curriculum.
Method: A quasi-experimental design with pre and post-test was used to examine the objectives of the study. A self-report questionnaire was used to collect data from a convenience sample of 78 nursing faculty from two settings; College of Nursing-Riyadh (CON-R), KSA and College of Nursing-Tanta (CON-T), Egypt.
Results: The participants’ mean scores of knowledge and attitude were improved from pre-test to post-test in each setting. There was a statistical significant differences in the mean score of knowledge and attitude between CON-R and CON-T after the training workshop. Participants reported satisfaction with the training workshop and indicated that the gained information were effective and raised their interest to implement this strategy in their classes. In addition, lack of PBL training and information, and lack of experts in PBL were reported as barriers for implementing PBL among participants.
Conclusions and Recommendation: The workshop was effective in changing the tutors’ knowledge and attitude towards the integration of PBL in their classes. Implementing such a teaching strategy is important to move from the traditional way of thinking. More research is needed to investigate visibility and applicability of PBL as a new teaching strategy in the field of nursing in the chosen settings.