Perception of problem-based learning among student nurses in Lebanon

Introduction: Problem-based learning (PBL) has been introduced in university nursing programs following the implementation of the competency-based approach (CBA). This innovation required a pedagogical reform, hence the interest in this method. PBL stimulates students to develop critical thinking, identified as the most important challenge for nursing education in the twenty-first century.
Background: Several studies have been conducted to understand undergraduate nursing students’ perceptions of the use of PBL in the learning process. The results have highlighted the positive and negative aspects of this method.
Objective: The purpose of this article is to explore student nurses’ perceptions of the evaluation of PBL in their learning process.
Method: A descriptive qualitative study of twenty student nurses was carried out using semi-structured individual interviews.
Results: The results of the study highlighted the positive and negative aspects of PBL, as perceived by the students. Positive aspects include the development of friendly relationships in subgroups, behavioral changes in learning, and the development of student autonomy. Negative aspects include a feeling of having insufficient knowledge, time management difficulties during learning, and the lack of cohesion in the group.
Conclusion: Results from this study would help develop learning promotion strategies in order to help students become more active in their learning process.