[Perception about problem-based learning in reflective journals among undergraduate nursing students].
OBJECTIVE
The aim of this study is to explore the variation in perceptions about problem-based learning(PBL) according to the level of academic achievement and learning attitude in the nursing students of a junior college (3-year program).


METHODS
Students (n=39) learned the respiratory and cardiac system with seven PBL packages and group-based learning for a semester in 2002. Students were asked to write reflective journals that focused on their learning perception after an experience with each learning package. A total of 208 journals were used for analysis.


RESULTS
Students positively perceived that PBL making them increase their sense of responsibility for learning and felt satisfaction with the learning process, and had a confidence in the use of clinical nursing interventions. On the other hand, they negatively perceived that PBL was a burden because it took more time than traditional learning tasks, and they experienced an anxiety about regular tests and felt conflicts and diffidences in the learning process. The negative perceptions were expressed more often from students with a low academic achievement and low learning attitude compared to others.


CONCLUSIONS
Students perceived the PBL as effective in understanding the learning concepts in the clinical practice environment. PBL need to be supplemented by feedback-based lecture and facilitative strategies for academically low-achieved students.
Hwang
Seon-Young
SY
College of Nursing, University of Illinois at Chicago, USA. seon9772@uic.edu
Jang
Keum-Seong
KS
D000328:Adult; D001290:Attitude; D004508:Education, Nursing, Baccalaureate; D005260:Female; D006801:Humans; D018794:Problem-Based Learning; D013338:Students, Nursing / Q000523:psychology*