Exploring the Effect of Problem Based Facilitatory Teaching Approach on Motivation to Learn: A Quasi-Experimental Study of Nursing Students in Tanzania

Abstract

Background: Currently, there has been a progressive shortage of not only the number of frontline healthcare providers but also a decline in the quality of nursing care. Reports about unethical and illegal practices, under standard care and malpractices, are not uncommon around the globe. There is a growing concern to rethink the approaches on how nurses are prepared, explore, and test novel approaches for delivering the nursing curricula. This study tested the effect ofthe Problem Based Facilitatory Teaching Approach on motivation to learn among nursing students in Tanzania, higher learning institutions.Methods: A pre-post test controlled quasi-experimental study of purposively selected 401 participants was conducted between February and June 2018. The Auditing Inventory developed by the researcher measured the intervention and Questionnaire titled “Motivation to Learn Strategies in Nursing”, was adopted to measure the motivation to learn, respectively. Statistical Product for Service Solutions software program version 23 was used to perform analysis. A descriptive analysis was performed to analyze sociodemographic. Regression analysis was performed to determine the association between variables. This study was not a clinical randomized controlled trial and thus it has not been identified in the title and no summary of trial design, methods, results, and conclusion.Results: Findings revealed that 65.8% of the study participants were males. The post-test findings revealed that 70.3% of the study participants demonstrated motivation to learn contrary to 34.9% at baseline. Participants in an intervention group were 1.720 (AOR) times more likely to develop motivation to learn than the control group (p<0.05; 95%CI: 1.122, 2.635). In contrast, the intervention was less times likely to enhance Extrinsic motivation to learn (AOR = 0.676, p>0.05, 95%CI: 0.405, 1.129) and Amotivation (AOR = 0.538, p>0.05; 95%CI: 0.283, 1.022) in learning among nursing students respectively.Conclusion: Problem-based facilitatory pedagogy had positive effect on motivation to learn including intrinsic motivation than conventional teaching pedagogy. Thus, the approach has educational potentials to positively change the spectrum of nursing competency and quality of care. Thus, the move to adopt a problem-based facilitatory teaching pedagogy among nursing training institutions in Tanzania is worth considering and needs to be continued.