Assessment of Problem-Based Learning Acceptance and Associated Factors Among School of Nursing Students at Wachemo University, Central Ethiopia
Background Problem-based learning (PBL) was introduced over half a century ago and accepted as a cornerstone in many medical education curriculums. Since there was no similar study in Ethiopia, this study assessed the gap of acceptance and associated factors among a school of nursing students at Wac...
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2025-01-01
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| Series: | SAGE Open Nursing |
| Online Access: | https://doi.org/10.1177/23779608241292420 |
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| author | Asnakech Zekiwos Heliso MSc Getachaw Ossabo Babore MSc Taye Mezgebu Ashine MSc Bethlehem Birhanu MSc Bereket Hegeno Anose MSc Sentayehu Admasu Saliya MSc Elias Ezo Ereta MSc Awoka Girma Hailu MSc |
| author_facet | Asnakech Zekiwos Heliso MSc Getachaw Ossabo Babore MSc Taye Mezgebu Ashine MSc Bethlehem Birhanu MSc Bereket Hegeno Anose MSc Sentayehu Admasu Saliya MSc Elias Ezo Ereta MSc Awoka Girma Hailu MSc |
| author_sort | Asnakech Zekiwos Heliso MSc |
| collection | DOAJ |
| description | Background Problem-based learning (PBL) was introduced over half a century ago and accepted as a cornerstone in many medical education curriculums. Since there was no similar study in Ethiopia, this study assessed the gap of acceptance and associated factors among a school of nursing students at Wachemo University, Central Ethiopia. Objective To assess PBL acceptance and associated factors among school of nursing students at Wachemo University, Central Ethiopia. Method and Material This study used a quantitative design with a cross-sectional approach among 200 students who were enrolled in PBL at Wachemo University School of Nursing from July 30, 2023 to August 30, 2023. Data were collected using a pre-tested self-administered questionnaire. The data were entered using Epi-Data version 3.1 and analyzed using SPSS version 22.0. A descriptive analysis was done by computing proportion and cross-tabulation. Then the findings were described by using frequency, tables, and figures. Binary logistic regression was employed at p -value <.25 to identify variables that had a statistical association with PBL acceptance. Considering the candidate variables that were statistically significant in bivariate analysis, multivariate analyses were performed to determine the association between the outcome variable and each independent variable. Multivariable logistic regression analyses were done to identify factors having an association with PBL acceptance. Variables whose p < .05 are considered for statistical significance. Results In this study, 58.5% [95% CI 52.5–65.5] of the respondents accepted PBL as a teaching-learning strategy. Being female (AOR = 4.8 [95% CI 2.80–10.11]), study year (AOR = 2.92 [95% CI 1.85–5.65]) and computer access in the learning environment (AOR = 2.42 [95% CI 1.01–5.43]) were found to be associated with PBL. Conclusion The result of this study revealed that PBL acceptance among nursing students was high. Being female, study year and Computer access in the learning environment were factors associated with PBL. |
| format | Article |
| id | doaj-art-67c8d83fd824447e8a89ee40d9b70c51 |
| institution | Kabale University |
| issn | 2377-9608 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open Nursing |
| spelling | doaj-art-67c8d83fd824447e8a89ee40d9b70c512025-02-04T15:03:19ZengSAGE PublishingSAGE Open Nursing2377-96082025-01-011110.1177/23779608241292420Assessment of Problem-Based Learning Acceptance and Associated Factors Among School of Nursing Students at Wachemo University, Central EthiopiaAsnakech Zekiwos Heliso MSc0Getachaw Ossabo Babore MSc1Taye Mezgebu Ashine MSc2Bethlehem Birhanu MSc3 Bereket Hegeno Anose MSc4Sentayehu Admasu Saliya MSc5Elias Ezo Ereta MSc6Awoka Girma Hailu MSc7 Department of Comprehensive Nursing, College of Medicine and Health Sciences, , Hossana, Ethiopia General Public Health, College of Medicine and Health Sciences, , Hossana, Ethiopia Emergency Medicine and Critical Care Nursing, College of Medicine and Health Sciences, , Hossana, Ethiopia Pediatric and Child Health Nursing, College of Medicine and Health Sciences, , Hossana, Ethiopia Department of Comprehensive Nursing, College of Medicine and Health Sciences, , Hossana, Ethiopia Department of Comprehensive Nursing, College of Medicine and Health Sciences, , Hossana, Ethiopia Maternity and Reproductive Health Nursing, College of Medicine and Health Sciences, , Hossana, Ethiopia Department of Comprehensive Nursing, College of Medicine and Health Sciences, , Hossana, EthiopiaBackground Problem-based learning (PBL) was introduced over half a century ago and accepted as a cornerstone in many medical education curriculums. Since there was no similar study in Ethiopia, this study assessed the gap of acceptance and associated factors among a school of nursing students at Wachemo University, Central Ethiopia. Objective To assess PBL acceptance and associated factors among school of nursing students at Wachemo University, Central Ethiopia. Method and Material This study used a quantitative design with a cross-sectional approach among 200 students who were enrolled in PBL at Wachemo University School of Nursing from July 30, 2023 to August 30, 2023. Data were collected using a pre-tested self-administered questionnaire. The data were entered using Epi-Data version 3.1 and analyzed using SPSS version 22.0. A descriptive analysis was done by computing proportion and cross-tabulation. Then the findings were described by using frequency, tables, and figures. Binary logistic regression was employed at p -value <.25 to identify variables that had a statistical association with PBL acceptance. Considering the candidate variables that were statistically significant in bivariate analysis, multivariate analyses were performed to determine the association between the outcome variable and each independent variable. Multivariable logistic regression analyses were done to identify factors having an association with PBL acceptance. Variables whose p < .05 are considered for statistical significance. Results In this study, 58.5% [95% CI 52.5–65.5] of the respondents accepted PBL as a teaching-learning strategy. Being female (AOR = 4.8 [95% CI 2.80–10.11]), study year (AOR = 2.92 [95% CI 1.85–5.65]) and computer access in the learning environment (AOR = 2.42 [95% CI 1.01–5.43]) were found to be associated with PBL. Conclusion The result of this study revealed that PBL acceptance among nursing students was high. Being female, study year and Computer access in the learning environment were factors associated with PBL.https://doi.org/10.1177/23779608241292420 |
| spellingShingle | Asnakech Zekiwos Heliso MSc Getachaw Ossabo Babore MSc Taye Mezgebu Ashine MSc Bethlehem Birhanu MSc Bereket Hegeno Anose MSc Sentayehu Admasu Saliya MSc Elias Ezo Ereta MSc Awoka Girma Hailu MSc Assessment of Problem-Based Learning Acceptance and Associated Factors Among School of Nursing Students at Wachemo University, Central Ethiopia SAGE Open Nursing |
| title | Assessment of Problem-Based Learning Acceptance and Associated Factors Among School of Nursing Students at Wachemo University, Central Ethiopia |
| title_full | Assessment of Problem-Based Learning Acceptance and Associated Factors Among School of Nursing Students at Wachemo University, Central Ethiopia |
| title_fullStr | Assessment of Problem-Based Learning Acceptance and Associated Factors Among School of Nursing Students at Wachemo University, Central Ethiopia |
| title_full_unstemmed | Assessment of Problem-Based Learning Acceptance and Associated Factors Among School of Nursing Students at Wachemo University, Central Ethiopia |
| title_short | Assessment of Problem-Based Learning Acceptance and Associated Factors Among School of Nursing Students at Wachemo University, Central Ethiopia |
| title_sort | assessment of problem based learning acceptance and associated factors among school of nursing students at wachemo university central ethiopia |
| url | https://doi.org/10.1177/23779608241292420 |
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