Exploring the effect of problem based facilitatory teaching approach on motivation to learn: a quasi-experimental study of nursing students in Tanzania

Abstract Background Academic motivation is most important as a key determinant of competent and motivated nurses who are often considered frontline healthcare providers devote their time taking care clients patients. However, them demonstrate remarkable differences in academic performances during schooling that might be due to the achievement motivation. There appears growing concern rethink approaches on how prepared, explore, test novel for delivering nursing curricula. This study tested effect Problem Based Facilitatory Teaching pedagogy among students Tanzania, higher learning institutions. Methods A pre-post-test controlled quasi-experimental 401 purposively selected participants was conducted between February June 2018. The not clinical randomized trial thus it has been identified title no summary design, its methods, results, conclusion. Auditing Inventory developed by researcher measured intervention Questionnaire titled “Academic Motivation Scale,” adopted measure Statistical Product Service Solutions software program version 23 used perform descriptive analysis establish participants’ sociodemographic profiles. Regression performed determine association variables. Results Findings revealed 65.8% were males. Post-test findings showed 70.3% demonstrated motive learn contrary 34.9% at baseline. odds an influence than control (AOR = 1.720; p < 0.05; 95%CI: 1.122, 2.635). little extrinsic 0.676, > 0.05, 0.405, 1.129) Amotivation 0.538, 0.283, 1.022) compared control. Conclusion predictive factor intrinsic students. approach educational potentials change spectrum competency quality patients or clients. suggests problem-based facilitatory teaching integrated into curriculum Tanzania feasible.