الفهرس 
IntroductionOnly 14 pages are availabe for public view
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Abstract
The increasingly technological clinical environment and increased autonomy of nurses have meant further development in teaching and learning strategies and other learning opportunities within nursing curricula. Diversity has brought new challenges to the nursing profession with the widening entry gate and more diverse and mature students. Age, gender and ethnicity profiles are also changing, with greater numbers of male students entering nursing education programs. The increasingly heterogeneous background of nursing students has resulted in different abilities, skills and experiences. These challenges need to be addressed through structured approaches to learning and teaching activities. A range of approaches has been advocated to optimize learning activities and meet the learning needs of students.
In order to address different learning styles, it is necessary to adapt teaching strategies and evaluate their effectiveness. One non-traditional curricular approach is problem-based learning (PBL), which in contrast to traditional teaching focuses on the process of learning rather than the content of teaching. PBL requires educators to change their educational roles and helps to increase students’ self motivation by focusing on their learning needs, rather than merely acquiring facts. It is anticipated that the use of PBL will result in students performing well in national exams and be better prepared for life-long learning. However, PBL is known to be accepted by some students, but not by others. Learning preference is important to be explored in more detail, whereby there are readily available tools to facilitate this, one of these tools is GEFT.
Problem-based learning (PBL) has been advanced in recent decades as an alternative to learning by the traditional lecture method. Benefits of PBL include assisting students to acquire and retain relevant information by integrating basic and clinical sciences and increasing retention, interest, and motivation. The use of PBL resulted in students’ greater engagement in learning, more self-direction, and higher levels of satisfaction. Learning by the PBL method also improved clinical reasoning skills, clinical knowledge, learning motivation, and learning autonomy. Performance of nursing requires a cognitive ability that includes problem solving, decision-making, and clinical judgment. It is important for nurse educators to find appropriate teaching methods to enhance students’ performance of these tasks for clinical nursing.
The overall objectives of the nursing curricula, at Faculty of Nursing, Alexandria University are to prepare the graduate professional nurses who are equipped to provide comprehensive nursing care to individuals and groups of all ages, utilize the nursing process in the delivery of health care to individuals, families and community, apply communication skills in order to coordinate and collaborate professional activities with others, utilize learning process with individuals and groups for advancement of health, demonstrate leadership skills in achieving nursing goals in a variety of settings, assume responsibility for continuous development as individuals, professionals and citizens and also use research skills in the promotion of health and nursing profession. Based on the previous settled objectives of nursing curricula, Faculty of Nursing established teaching-learning activities to achieve these objectives.
Additionally, the philosophy of the Faculty of Nursing is built on three dimensions which are nursing practice, leadership and research. This requires certain qualities such as critical thinking skills, decision-making, and problem solving which enable the nursing students to achieve the objectives of the nursing curriculum.