Does problem-based learning in Nursing Education Empower Learning?. (March 2020)

• Record Type: Journal Article
• Authors: Compton, Roslyn M.; Owilli, Alex Olirus; Norlin, Erin E.; Hubbard Murdoch, Natasha L.
• Is Part Of: Nurse education in practice. Volume 44(2020)
• Publication Date: 2020-03
• Subjects: Nursing -- Problem-based learning -- Learner-centered; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Nursing -- Study and teaching; Periodicals; Electronic journals; 610.73071
• DOI: 10.1016/j.nepr.2020.102752
• Languages: English
• ISSNs: 1471-5953

Abstract

Abstract: In this discussion paper, we explored our experiences with the integration of problem-based learning and use of evaluation tools in an undergraduate nursing research class. Six content areas in the course were adapted to problem-based learning. Understanding of concepts and being able to link concepts to the real world of practice can be achieved when nursing students actively engage to construct and reconstruct their knowledge. This journey has demonstrated to us the importance of reflecting on practice as faculty and student. We encourage discussion among nursing faculty to more deeply understand the significance of moving from traditional didactic towards learner-centered approaches that enhance critical thinking. Highlights: Facilitating learning is a moral act. It takes reflection, innovation, and courage. Students value concepts related to application in practice. Learning is a social and collaborative experience. Innovative approaches can cause apprehension among participants.