Effect of Facilitation in a Problem-Based Environment on the Meta-Cognition and Learning Motivation in Nursing: A Quasi-Experimental Study Among Nurse Students in Tanzania

6 Pages Posted: 17 Apr 2018

See all articles by Walter Millanzi

Walter Millanzi

University of Dodoma: School of Nursing and Public Health

Stephen Kibusi

The University of Dodoma - School of Nursing and Public Health

Date Written: March 31, 2018

Abstract

Background: Currently, there has been a progressive shortage not only to the number but also to the quality of medical practitioners for the most part of nursing. Despite that, those who are present exhibit unethical and illegal practices, under standard care and malpractices. The concern is raised in the ways they are prepared, or there might be something missing in nursing curricula or how it is delivered. There is a need for transforming or testing new teaching modalities to enhance competent health workforces.

Objective: to investigate the Effect of Facilitation in a Problem-based Environment (FPBE) on metacognition and learning motivation to undergraduate nurse student in Tanzanian higher learning institutions.

Methods: quasi-experimental study (quantitative research approach). A purposive sampling technique was employed to select institutions and achieving a sample size of 401 participants (interventional = 134 and control = 267). Self-administered semi-structured questionnaire; was the main data collection methods and the Statistical Package for Service Solution (v. 20) software program was used for data entry, data analysis, and presentations.

Results: The pre-post test results between groups indicated noticeably significant change on metacognition in an intervention (M = 1.52, SD = 0.501) against the control (M = 1.40, SD = 0.490), t (399) = 2.398, p<0.05). Motivation to learn in an intervention (M = 62.67, SD = 14.14) and the control (n = 267, M = 57.75), t (399) = 2.907, p<0.01).

A FPBE teaching pedagogy, was observed to be effective on the metacognition (AOR = 1.603, p<0.05) and Intrinsic motivation in learning (AOR = 1.720, p<0.05) against conventional teaching pedagogy. Needless, was less likely to enhance Extrinsic motivation (AOR = 0.676, p>0.05) and Amotivation (AOR = 0.538, p>0.05).

Conclusion and recommendation: FPBE teaching pedagogy, can improve student’s metacognition, self-directed learning and intrinsic motivation to learn among nurse students. Nursing curricula developers should incorporate it to produce 21st century competent and qualified nurses.

Keywords: facilitation, metacognition, motivation, self-directed learning

Suggested Citation

Millanzi, Walter and Kibusi, Stephen, Effect of Facilitation in a Problem-Based Environment on the Meta-Cognition and Learning Motivation in Nursing: A Quasi-Experimental Study Among Nurse Students in Tanzania (March 31, 2018). Available at SSRN: https://ssrn.com/abstract=3153544 or http://dx.doi.org/10.2139/ssrn.3153544

Walter Millanzi (Contact Author)

University of Dodoma: School of Nursing and Public Health ( email )

P.O. Box 259
Dodoma, Dodoma Municipality
Tanzania

Stephen Kibusi

The University of Dodoma - School of Nursing and Public Health ( email )

P.O.Box 259
Dodoma
Tanzania

Register to save articles to
your library

Register

Paper statistics

Downloads
25
Abstract Views
144
PlumX Metrics