摘要：In PBL (problem based learning), the learning activity starts with a problem, which is a description of a set of phenomena or events in need of explanation in terms of an underlying process, mechanism or principle. Students analyze these problems in small groups. The task of the group of students is to explain the phenomena or events provided in the given problem. Quality of problems and the tutor performance are all important features of a problem based curriculum. The most dominant factor that affects the PBL process is the high quality of the problems presented to the students. High quality problems are crucial for successful learning in Problem Based Learning. Aim: The aim of this study was to evaluate the quality of PBL scenarios at Colleges of Nursing in Egypt and KSA. Material: descriptive analytic study design was conducted. The study sample consisted of 140 undergraduate nursing students in in and 74 from in . Questionnaire consisted of six factors derived from criteria of effective PBL problems. It covered an effective PBL scenario as a problem that: stimulates thinking, enhances analysis and reasoning (3 items), stimulates self-directed learning (3 items), leads to studying the intended contents (3 items), enhances interest in subject matter (3 items), is relevant to the future profession with realistic context (3 items) and matches the level of prior knowledge (3items). Results: This study revealed that strong positive correlation between learners’ opinions of the Overall rating Quality Problem and factors affecting quality of PBL scenarios and mean score of quality problem as perceived by studied groups reflects that all factors related to quality of PBL problems for Al Qassim nursing learners were higher than Port Said nursing learners. Also, the results reflects that Al Qassim learners have a highly agreed that the problem encourages consulting literature linked to block objectives compared to of the learners. In addition, both Port Said learners and Al Qassim the learners have a highly agreed that the problem shows clear linkage to the future profession. Conclusion and Recommendations: Based on the study findings, it recommended that regular problem revision and updating according to continuous health is care changes is a must, continuous investigating learner's opinion regarding quality of problem formulation, and considered when updating the problems. Implementation of orientation programmed for both learners and staff members about PBL approach and its effect on learner's skills and behavior in life.
