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J Probl Based Learn > Volume 3(1); 2016 > Article
Journal of Problem-Based Learning 2016;3(1): 9-14.
DOI: https://doi.org/10.24313/jpbl.2016.3.1.9    Published online February 29, 2016.
Problem-Based Learning in nursing education at Hue University of Medicine and Pharmacy, Vietnam: Perspective and needs assessment
Thi Anh Phuong Nguyen1, Sunjoo Kang2, Thi Thuy Trang Ho1, Ba Hai Mai1, Thi Diem Binh Vo1, Vu Quoc Huy Nguyen3
1University Lecturer, Faculty of Nursing, Hue University of Medicine and Pharmacy, Vietnam
2Assistant Professor, Cheju Halla University, Republic of Korea
3Professor, Faculty of International Education, Hue University of Medicine and Pharmacy, Vietnam
Correspondence  Thi Anh Phuong Nguyen ,Tel: 84-905117652, Fax: 84-543826269, Email: phuong.nta@huemed-univ.edu.vn
© Copyright 2016 International Society for Problem-Based Learning
This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
The purpose of this study was to examine faculty and student perspectives on and learning needs about Problem-based Learning (PBL) methodology.
A cross-sectional study using a questionaire. Descriptive statistics were applied to analyse the data from 41 faculty members and 236 nursing students.
The data showed that 66.8 % of students and 17.1 % of faculty had never known about problembased learning. Most faculty and students believed that this method could be applied into nursing education (97.6% and 98.6 %, respectively). The mean age of faculty members was 29.05 (SD = 8.57) and students was 20.20 (SD = .67).
Data on the use of technology for information searches and updating knowledge essential for evidencebased practice, showed that most faculty used Laptops (26.8%) and Smartphones (19.5%) while nursing students (31.4%), mostly used Smartphone only. The average internet use time daily was 3 to 6 hours for faculty (43.9%), and students (40.3%).
Faculty members and students perceived that the benefits of the methodology were that “students were more active and self-directed in learning”, it provided a means for “systematic problem solving”, and had the potential for “enhancing critical thinking skills”, “deeper understanding of problems” and “improvement in individual skills”. The disadvantages were that “faculty spent more time on the course”, “faculty required both theory and clinical knowledge/experience”. The student perspective was focused on PBL as “a new method” and that “students were required to have more comprehensive knowledge”.
Understanding the perspective of nursing students about the methodology of PBL will help faculty better understand the student’s learning needs. This is of prime concern for student centred learning and necessary information for nursing faculty in order to design and continually develop an appropriate nursing curriculum for contemporary practice in the future.
Keywords: Problem-Based Learning, Nursing education, Learner perspectives, Learner needs


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