Students’ experiences in the mechanism of PBL

The students’ experience in the mechanism of PBL comprised 1) time and rules for PBL, and 2) impression and application of PBL (Figure 4). The time and rules for PBL contained the

Class Subcategory

Main Category

Students’ experiences of individual

interaction

Independence and cooperation

Independent work

Group work

Roles and characteristics

Role playing

Group members

arrangement of time and rules as well as participants’ experience related to individual grading.

Moreover, Impression and application of PBL consisted of two divided portions named impression on PBL, and application and comparison under the part of

The time and rules for PBL described the participants’ different requirements and suggestion regarding the promotion for creating PBL’s appropriate learning environment.

These suggestions included modification of time and rules arrangement and individual grading system. The arrangement of time and tasks was improved by providing more time for students to completing fewer amounts of tasks. One participant expressed that PBL was structured well in the timetable for conducting various tasks as well as in the requirements related to PBL to be followed conveniently. The deadline for submitting tasks was also organized clearly and strictly.

“They gave us more time to discuss and fewer things to do.” Participant 2

“Time-frame was enough and strict clear deadlines were very good.” Participant 3 In contrast, another student held the different opinions on the time arrangement. Time arrangement within PBL was noticed as the most demanding challenge. The difficulties were related to different characters of team members, the requirement of information search, the large amount of time required for understanding learning materials and information from various resources. Additionally, the time for achieving the agreement on group decisions among the group members was always nearly close to the deadline assigned for completion of group works. The settled deadline was complained to limit the reading time for the searched materials. The students expressed it would be possible for them to make better group work when being supplied time sufficiently. The students recommended the amount of times for PBL’s application should be increased as a result of its assistance for them to identify and understand the specialized clinical problem and nursing care of patients.

“The time was biggest challenge as with group work. Different characters are involved and so by the time you get to agree on something it’s usually almost deadline. It requires time there are lots of materials to read from.” Participant 11 The answers of students indicated the difficulties in the group organization, which included requirement of group meeting in the manner of face-to-face and arrangement of group

members accompanied with various schedules of personal time. Face-to-face meeting was not so successfully applied among the group members who were required to adjust the same free time with the others.

“Requires face-to-face meetings to be faithful, difficult to organize with people that have different schedules.” Participant 12

Besides time arrangement for group meeting as obstacle, PBL was suggested to be applied into other courses appropriately due to higher requirement for time spent in exploring and embracing the information and knowledge. Meanwhile, the student also displayed the requirements of formulating more clear outlines and limits in order to restraint the searched information within the defined boundaries. Good and clear structure of PBL might enhance the level of effectiveness in the students’ learning process.

“PBL should have limited and clear outlines so that you will not go over the expected boundaries.” Participant 14

The grading criteria in the phase of presentation were advised to refine in order to increase students’ attention on the phase of presentation. Responsively, it was recommended by the participant to continue the application of individual grading system, which was pleased by the students with positive effects including the feeling of fairness and greatness. Group presentation was mentioned to create more interesting and positive learning atmosphere and promote the students’ motivation to express learning results more actively. The participant would like to be rewarded by some little prizes, such as, study material to the best speaker.

“I would definitely recommend that the PBL final presentation will also be graded because some members of other groups were too complacent … but the whole idea of the individual grading policy should be continued because it was conducted greatly and fairly.” Participant 16

“if there will be some sort of prizes like book or pen or any study material to the best presenter, then it would be more interesting.” Participant 18

The criteria for grading individual was utilized for evaluating the individual assignments. The tutors afforded the grades to each student based on the individuals’ answers to the settled

PBL question. The student thought that grades evaluated based on student’s personal report motivated the student to be active and diligent in the process of PBL. Individual assignments were suggested to be continuously one of evaluation criteria for the tutor to evaluate each student individually to avoid disturbances of other member’s assignments. The participants thought it was useful and valuable to maintain the fairness in making evaluation on each student according to individual assignments.

“Although students work in a group and formulate their questions for the group, each student is graded according to the answer from his/her research. The situation compelled each member of group to be active and studious.” Participant 7 Q1

“However, during my PBL learning process although we were in group but we get marks personally according to our performance so it did not affect anyone at all. Well, if the individual assignments were not marked individually but in a group then the students may not get the fair marks according to their performance.” Participant 18 Q2 Impression and application of PBL was composed of impression on PBL, and application and comparison. The feeling of fresh and successful was approved by the participants in terms of the idea and implementation of PBL in the nursing courses. Meanwhile, participants thought the manner of PBL as a specialized group work. The diversity existing in the background of group members was regarded as one motivating factor for enhancing students’

interests and attractions in the synthesis of knowledge during the PBL.

“Nice and fun to do. Synthesis of knowledge is more interesting when people are come from different background and have different interest.” Participant 12

“It was a nice change for typical kind of group works.” Participant 4

The participants who considered PBL as a fantastic learning process suggested to explore the application of PBL as learning method into other nursing courses. The participants described PBL as the valuable learning method that was worth to be paid more attention on.

Furthermore, the students suggested applying the PBL into more course so as for the students to be familiar with this good and interesting learning method well.

“PBL is a fantastic way of learning that I have ever come across. It should not be underestimated rather this technique should be used more where possible and avoid long lectures.” Participant 18

“if it was used as the study method in various courses students would become more familiar with it.” Participant 8

Figure 4. Students’ experiences of PBL’s mechanism

Class Subcategory

Main category

Students’experiences of PBL’s mechanism

Time and rules for PBL

Time arrangement

Rules and strategies

Individual grading

Impression and application of PBL

Impression on PBL

Application and comparison