Online ISSN: 2515-8260

Keywords : Problem-based learning

Problem-Based Learning Strategy Used In Obstetric And Gynecological Nursing Course From Nursing Students’ Perspectives

Ayah Shaban Abd-El Fattah Abd-El Rasoul; Howaida Abd-El Galeel Attya Kassem; Niven Rizk Mohamed Hafez

European Journal of Molecular & Clinical Medicine, 2020, Volume 7, Issue 3, Pages 1199-1211

Problem- Based Learning strategy (PBL) is one of the innovative teaching strategies that are used in undergraduate nursing education to help students learn how to apply knowledge effectively in a variety of clinical situations. PBL is considered as a convenient teaching and learning method for obstetric and gynecological nursing students. It also relates to its clinical practice to deal with and solve women’s problems. Purpose: This study aimed to explore nursing students’ perspectives about problem-based learning strategy used in Obstetric and Gynecological Nursing course. Design: descriptive exploratory research design was used in this study. Setting: This study was conducted at two scientific nursing departments at the Faculty of Nursing, Alexandria University namely, Obstetric and Gynecological Nursing Department and Pediatric Nursing Department. Subjects: The total number of students was 495 students. Tools: One tool was used for data collection: Nursing Students' Problem-Based Learning Strategy Perspective Questionnaire. Results: this study revealed that nearly more than three quarters of the students have a positive perspective toward PBL strategy. Conclusion: problem-based learning strategy is a valuable teaching method helped in achieving students' satisfaction regarding improving their learning skills. Recommendation: Problem-based learning strategy should be considered as a significant teaching method to be applied in different courses at the Faculty of Nursing. Moreover, Training workshops should be conducted to all nursing educators to enhance their abilities and competencies in the use of PBL strategy.

P roblem based Learning on Creativity Domain in Problem Solving for Secondary School: A Systematic Literature Review Analysis

Siti Najihah Jamal; Nor Hasniza Ibrahim; Noor Dayana Abdul Halim; Johari Surif; Sharifah Osman

European Journal of Molecular & Clinical Medicine, 2020, Volume 7, Issue 6, Pages 530-541

Problem-based learning (PBL) is one of the 21st century teaching and learning strategies in STEM education. STEM is an acronym for Science, Technology, Engineering and Mathematics. Ministry of education has found that PBL can be successfully applied to STEM field. PBL has the potential to develop creativity in problem solving and make students think creatively. It is also considered as an active learning method that encourages the students’ interest in understanding STEM concepts. Therefore, it is becoming a necessity to see how far the creativity domain in problem-based learning has been applied towards students especially in secondary school. Because there was lack of research about that. This systematic literature review analysis aims to focus on the similarities and differences such as the steps of problem-based learning applied, the creativity domain in problem solving, the findings of the study and the gap of research between all the articles. The study article was selected through a database of Scopus and Science Direct Journals according to keywords. Keywords used in the search are problem-based learning AND creative thinking AND secondary school. The search has been limited between 2009 until 2019. The thirteen of articles have been chosen to be analyzed based on the four steps in systematic literature review. The four steps included frame a question, run a search, the abstract and tittle of individual papers have to be read, and the information need to be abstract from selected set of final articles. The results reported the most suitable of creativity domain used in problem solving by the past researchers were fluency, flexibility, originality, elaboration and evaluation. However, generally the domain of creativity to be measured is not described in detail at every step of the problem-based learning even though problem-based learning strategy was very effective in improving students’ creative thinking.