Bolado Getachew Nigussie, Atinafu Ataro Bizuayehu, Ersino Kebamo Tamirat, Shibabaw Ayana Agumas, Mimani Minuta Worku
School of Nursing, College of Health Science and Medicine, Wolaita Sodo University, Sodo, Ethiopia.
Department of Medical Laboratory, College of Health Science and Medicine, Wolaita Sodo University, Sodo, Ethiopia.
PLoS One. 2025 Jun 17;20(6):e0325976. doi: 10.1371/journal.pone.0325976. eCollection 2025.
Nursing students are the upcoming healthcare workforce who learn to face the reality of their roles and work in clinical practice, knowing all aspects of patient care and contributing their knowledge, attitude, and practice to the healthcare system in the future. Problem-based learning is one of the strategies to identify and encourage their theoretical, practical, and clinical thinking abilities. Still, its implementation is hindered by different shortcomings in developing countries, especially in Ethiopia.
To explore the nurse educators' challenges with problem-based learning implementation at Ethiopian public universities, 2023.
A phenomenological qualitative study design approach was used. Eighteen nurse educators were selected purposively from ten universities to explore the challenges they encountered while implementing problem-based learning. Data were collected using in-depth interviews, and field notes were organized from August 01-October 01, 2023. The data analysis was done by OpenCode software and conventional content analysis was carried out following Colaizzi's 7-step approach.
In the study, four major themes and eighteen subthemes emerged, covering challenges encountered by nurse educators in Ethiopian public universities: challenges about educators themselves, nursing students, institutions/universities, problem-based learning strategies. Some specific points raised include lack of materials, negative student perceptions of problem-based learning, absence of standardized cases, and subjective assessments.
Nurse educators at public universities in Ethiopia faced challenges related to themselves, nursing students, their respective universities, problem-based learning cases, and assessment methods during problem-based learning implementation. Understanding these points provide further insights into the specific difficulties encountered by nurse educators concerning problem-based learning implementation.
护理专业学生是即将加入医疗保健行业的劳动力群体，他们要学会面对自身角色的现实情况，并在临床实践中工作，了解患者护理的各个方面，并在未来为医疗保健系统贡献自己的知识、态度和实践经验。基于问题的学习是识别和培养他们理论、实践和临床思维能力的策略之一。然而，在发展中国家，尤其是在埃塞俄比亚，其实施受到各种缺陷的阻碍。
探讨2023年埃塞俄比亚公立大学护理教育工作者在实施基于问题的学习时所面临的挑战。
采用现象学定性研究设计方法。从十所大学中有意挑选了18名护理教育工作者，以探究他们在实施基于问题的学习时遇到的挑战。2023年8月1日至10月1日期间，通过深入访谈收集数据，并整理实地记录。数据分析使用OpenCode软件，并按照科拉齐的七步法进行常规内容分析。
研究中出现了四个主要主题和十八个子主题,涵盖了埃塞俄比亚公立大学护理教育工作者遇到的挑战：教育工作者自身、护理专业学生、机构/大学、基于问题的学习策略方面的挑战。提出的一些具体问题包括材料短缺、学生对基于问题的学习持负面看法、缺乏标准化案例以及主观评估。
埃塞俄比亚公立大学的护理教育工作者在实施基于问题的学习过程中，在自身、护理专业学生、各自的大学、基于问题的学习案例和评估方法等方面面临挑战。了解这些要点有助于进一步洞察护理教育工作者在实施基于问题的学习时遇到的具体困难。
