Being a real nurse; nurses accounts of learning and working in practice (original) (raw)
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Problem-based learning in nurse education: an Australian view
Journal of Advanced Nursing, 1992
This paper addresses the need to adopt teaching-leaming approaches m nursmg education that develop links between theory and clinical practice m a meamngful way Problem-based leammg (PBL) is such an approach and is gammg populanty m tertiary nursmg progranunes m Australia PBL, as an example of the constructivist philosophy, focuses on students' existmg knowledge as a startmg point for conceptual change teachmg The implicahons for the nurse educator's role when usmg PBL are discussed m terms of assumptions about the nature of teachmg and leammg, conceptual change teachmg, ability to focus, the role of negotiation, and the ability to analyse student leaming These factors are seen to be cntical components of the pedagogy necessary for nurse educators to utilize PBL approaches effectively Conesp^ Kb D Creedy Ucturer School^ Nurs,j,(^landUnwe^ self-direded leammg Strategies (Barrows 1985) In many of Technoh^, Kelom Grove Campus Lodced Bag no 2, RtdhU 4059 Brisbane, ° e> ^ n j respeds the edueational processes of PBL are refleded m
To Develop Problem-Based Learning within the Nursing Curriculum
2014
The clinical experiences of student nurses exposes them to a variety of patients /clients from multi-cultural backgrounds who, not infrequently in today’s society, have multiple health problems. To care for them therefore requires the student to have knowledge and skills, which will enable them to deliver care that is responsive to both their cultural background and health
Revista Latino-Americana de Enfermagem, 2014
OBJECTIVE: to identify competency strengths and weaknesses as perceived by nursing professionals who graduated with a integrated curriculum and competency-based through Problem Based Learning in small groups.METHOD: an intrinsic case study method was used, which analyzes this innovation through former students (from the first class) with three years of professional experience. The data were collected through a questionnaire and discussion groups.RESULTS: the results show that their competency level is valued in a very satisfactory manner. This level paradoxically contrasts with the lack of theoretical knowledge they perceived at the end of their education, when they started working in clinical practice.CONCLUSIONS: the teaching strategy was key to motivate an in-depth study and arouse the desire to know. In addition, Problem Based Learning favors and reinforces the decision to learn, which is that necessary in the course of professional life.
2002
In response to a wider agenda, this innovation aimed to develop a Problem Based Learning approach to support teaching and learning in pre-registration nursing at Level 1. RN/ DipHE students on 3 University sites were divided into 25 groups, each with an average of 11 members. Each group was allocated 1 staff member who facilitated them for 15 contact hours per student, to work on 3 enigmas. Evaluation of the project suggests that both staff and students further developed a wide range of necessary skills within a supportive project structure. Background and rationale Recently, significant changes in the nature of nurse education (Fitness for Purpose 1999, Making a Difference 1999), have led to an increased focus on quality assurance and, most importantly, on practice focused education. Staff and students must continue to acquire the necessary knowledge and skills to meet this agenda. One learning strategy which may help meet these demands for a practice focused nursing curriculum is the 'working through' of clinical problem situations (Cooke and Donovan 1998). Proponents of problem based learning (PBL) argue it is one approach to learning, that facilitates health care professionals to develop: problem solving skills (Andrews and Jones 1996); clinical reasoning and deep learning (Bentley and Nugent 1996, Andrews and Jones 1996, Spencer and Jordan 1999). It is also viewed as an instructional strategy to promote self-directed learning (Spencer and Jordan 1999) and the acquisition of contextualized, integrated knowledge (Glen and Wilkie 2000). Within this approach, the focus is usually a written problem, or enigma, comprising phenomena that need explanation (Dolmans and Schmidt 1996). New knowledge is gained by students, who work in small groups (with a facilitator rather than a teacher) using the 'PBL process' on a set problem or enigma. This contrasts with other more traditional learning approaches in which new knowledge is the apparent prerequisite for working through a subsequent problem. In order to operationalize the approach within SoH, staff development and advice on curricular change was required. Thus, in June 2001, the School of Health employed consultants from the University of Bradford. As a consequence, most academic staff attended a 3 day study programme in which they were introduced to various aspects of PBL, such as, the underpinning philosophy and also to pragmatic issues such as changes to the role of the lecturer. This project formed a natural continuation of the consultancy work, and provided an opportunity for staff to further develop their PBL skills and knowledge within a supportive and collaborative context.
Degree in Nursing: education through problem-based learning
Revista Brasileira de Enfermagem, 2019
Objective: To describe how undergraduate courses in Nursing are using the problem-based learning (PBL). Method: Integrative literature review, from searches in the databases Education Resources Information Center (ERIC), Latin American and Caribbean Health Sciences Literature (Lilacs), and PubMed, from 2010 to 2015. 36 articles were analyzed. Results: A teaching method used in all continents, the PBL enables improvement of the critical thinking, autonomy, motivation for learning, active search attitude, ability to work in teams, and problem-solving. Difficulties and challenges relate to the training of students and teachers to understand the principles of the method. Final considerations: The benefits of PBL coincide with the needs of nursing training, but its applicability demands constant review in seeking to develop the skills necessary for this training.
Nurse Education Today, 2006
The effect of problem-based learning (PBL) on nursing students' approaches to learning has received scanty attention in nursing education. The purpose of the present study was to evaluate the effect of PBL on students' approaches to learning in clinical nursing education. Using a one-group before-after quasiexperimental design, the revised two-factor Study Process Questionnaire (R-SPQ-2F) was administered to compare students' approaches to learning before and after a period of clinical education in which PBL was implemented. Focus group interviews were used to elicit from students their PBL experience. Of the 237 students who participated in the study, 187 returned the R-SPQ-2F, representing a response rate of 78.9%. Twenty-eight of the students also participated in focus group interviews. The R-SPQ-2F scores indicated that for the deep approach to learning, the post-test mean score was noticeably higher than that at the pre-test (p = 0.005). No significant difference was observed between the pre-test and post-test mean scores for the surface approach to learning (p P 0.05). The four themes inductively derived from students' descriptions of their clinical education experience (motivated to learn; self-direction in learning; active, interactive and student-centred learning; and enjoyment in learning) also suggested that the students adopted a deep approach to learning during a period of clinical education in which PBL was implemented.
Problem-Based Learning (PBL): Conceptions and Approaches of Undergraduate Students of Nursing
Advances in health sciences education : theory and practice, 1998
Objective: A study aimed at exploring the variation in conceptions of problem-based learning (PBL) held by undergraduate nursing students and their approaches to study in PBL in a pre-registration Bachelor of Nursing Course.Method: Students were asked to respond to four open ended questions which focussed on their experience of PBL in a particular subject. Data were analysed in two phases using a modified phenomenographic analysis. In the first phase a set of categories of description were developed from the student responses. In the second phase the individual responses were classified in terms of the categories. The paper will describe the approach to the analysis, the categories identified, the relationship between the categories and discuss the implications for further research and teaching.Results: The findings indicated that there was a substantial variation in the conceptions and approaches. The majority of students, however, held relatively unsophisticated conceptions of pro...
EFFECT OF PROBLEM-BASED LEARNING ON NURSING
Background: Increasingly complex needs and expanding roles in the delivery of health care require professional nurses to be capable critical thinkers and self-directed learners. Problem-based learning (PBL) is promoted as a mean to facilitate critical thinking and self directed learning among nursing students. Aim: this study aimed to investigate the effect of problem based learning on nursing students learning approaches and their self directed learning abilities. Design: A one-group before-after quasi-experimental design was used. Method: this study was conducted on students of Bridging program of College of Health Science for Females, Ministry of Health in Riyadh, Kingdom of Saudi Arabia. The sample included all students of Bridging program (30), enrolled for a required evidence based nursing course. The Revised two-factor Study Process Questionnaire (R-SPQ-2F) and the Self Directed Learning Instrument (SDLI) were administered to compare students' approaches to learning and self directed learning abilities before and after teaching of evidence based nursing course using PBL approach. Results: the R-SPQ-2F scores indicated that for the deep approach to learning, the post-test mean score was noticeably higher than that at the pre-test (p= .001) and a significant difference was observed between the pre-test and post-test mean scores for the surface approach to learning (P=0.03). Also there was a significant increase in self directed learning abilities after PBL course implementation (P=.003). Conclusions: it was concluded that PBL as a method and philosophy is an effective approach to fostering deeper approach to learning and improving self-directed learning abilities among nursing students. Recommendation: successful introduction of PBL in nursing education will improve professional performance.