Nursing students' satisfaction in Problem-Based Learning

Authors

  • Carolina González Hernando Universidad de Valladolid. Escuela Universitaria de Enfermería. Avenida Ramón y Cajal, 7. Edificio de Ciencias de la Salud, 47005 -Valladolid
  • Miguel Ángel Carbonero Martín Universidad de Valladolid.Facultad de Educación y Trabajo Social. Departamento de Psicología. Plaza Campus Universitario, 47011- Valladolid
  • Fernando Lara Ortega Universidad de Burgos.Facultad de Humanidades y Educación. C/ Villadiego, s/n.09001 - Burgos
  • Pedro Martín Villamor Escuela Universitaria de Enfermería. Avenida Ramón y Cajal, 7. Edificio de Ciencias de la Salud, 47005- Valladolid
DOI: https://doi.org/10.6018/eglobal.13.3.175301
Keywords: Problem-Based Learning, Nursing.

Supporting Agencies

  • No

Abstract

Introduction: The objective of this research was used to evaluate the effect of Problem-Based Learning in the Nursing students' satisfaction.

Material and Methodology: A descriptive transversal study. The task was conducted by 134 second-year Nursing students at the University of Valladolid. Scale satisfaction of the University of Colima (Mexico) was administered under PBL implementation.SPSS was used for data analysis and the content analysis on the participants’ responses.

Results: Overall the participants described the contents of the clinical case as engaging, effective, practical and varied. 55% of students revealed their preference for traditional methodology compared to PBL. 78% liked this new methodology. Students’ perception of active learning through PBL showed a high level of motivation and satisfaction in regards to content, the tutorial process, the tutor and the students’ role; whereas the time assigned and the major workload is what least satisfied them. Nevertheless, satisfaction in general was high.

Conclusion: The PBL methodology reported successful results according to nursing students’ opinions. It was reported that PBL improves communication and the students’ feedback is implemented. There is a correlation between the teaching and learning process not only in evaluation assessment but also in personal treatment in respect to the benefits to each other.

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Author Biographies

Carolina González Hernando, Universidad de Valladolid. Escuela Universitaria de Enfermería. Avenida Ramón y Cajal, 7. Edificio de Ciencias de la Salud, 47005 -Valladolid

Carolina González-Hernando. Doctora. Profesora Asociada, departamento de Enfermería. Universidad de Valladolid. carolgh@enf.uva.es.

Miguel Ángel Carbonero Martín, Universidad de Valladolid.Facultad de Educación y Trabajo Social. Departamento de Psicología. Plaza Campus Universitario, 47011- Valladolid

Doctor. Profesor Titular, Departamento de Psicología. Universidad de Valladolid.

Fernando Lara Ortega, Universidad de Burgos.Facultad de Humanidades y Educación. C/ Villadiego, s/n.09001 - Burgos

Doctor. Catedrático, departamento de Humanidades y Educación, Universidad de Burgos.

Pedro Martín Villamor, Escuela Universitaria de Enfermería. Avenida Ramón y Cajal, 7. Edificio de Ciencias de la Salud, 47005- Valladolid

Doctor. Profesor Titular. Director del departamento de Enfermería. Departamento de Enfermería, Universidad de Valladolid.
Published
12-05-2014
How to Cite
[1]
González Hernando, C. et al. 2014. Nursing students’ satisfaction in Problem-Based Learning. Global Nursing. 13, 3 (May 2014), 97–112. DOI:https://doi.org/10.6018/eglobal.13.3.175301.
Issue
Section
Docencia e Investigación