Concept analysis of collaboration in implementing problem-based learning in nursing education

Abstract

ObjectivesThe purpose of this concept analysis was to better understand and define collaboration as it relates to the implementation of problem-based learning (PBL).MethodsThe process of concept analysis was conducted in three phases; namely, theoretical or literature review, empirical or fieldwork; and analysis phases. Rodgers’ evolutionary approach was used to clarify the attributes, antecedents, surrogate, related terms and consequences of collaboration in implementing PBL. The search key terms were ‘collaboration’, ‘problem-based learning’, ‘nursing’ and ‘nursing education’. The search was performed in the Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medline and PsycINFO databases. The articles were reviewed for trends that would reflect the current knowledge for collaboration as a concept. Descriptive qualitative study was used to collect data purposively from participants of three universities offering PBL in Republic of South Africa and three hospitals where PBL students are placedResultsCollaboration in implementing PBL is described as using the following terms: interpersonal, interactive and personal process, shared goal and governance. The antecedents of collaboration include commitment and support; common goal; formal agreement; training and development; and monitoring and evaluation of tools and mechanisms. Consequences of collaboration in implementing PBL are as follows: information, resource and expertise sharing; personal development and mentoring; creation of supportive and nurturing environment; professional socialisation; improved students’ outcomes; and effective utilisation of resources.ConclusionEffective collaboration within nursing education and with other healthcare professionals to achieve quality outcomes in an increasingly interdependent higher education system continues to grow in importance.

Social–Emotional Competence and Academic Achievement of Nursing Students: A Canonical Correlation Analysis

“…Students’ experience of collaborative study such as clinical training and group assignments in the curriculum is thought to have positive effects on building collaborative ability. Problem-based learning [ 36 ] and standardized patient (SP) education strategies [ 19 ] that use students to improve collaboration and collaborative testing improve academic achievement [ 16 ], therefore a variety of collaboration strategies are needed for nursing education. In addition, collaboration across professions has become equally important as collaboration within the nursing profession for providing the best results for patients [ 37 ], and it will be necessary to introduce cross-professional education into the nursing curriculum and study its effects.…”

A model of collaboration between nursing education institutions in the North West Province of South Africa

“…Problem-based learning is the most innovative strategy to enhance problem-solving and prepares clinicians to cope in rapidly changing environments such as healthcare (Rakhudu, Davhana-Maselesele & Useh 2016)…”

Monitoria Acadêmica Na Formação Em Enfermagem: Construindo Conhecimentos Através De Metodologias Ativas

“…16 Corrobora-se estudo que descreve a Teoria Mentoring UP, em que o processo de tutoria/mentoria de enfermeiro para enfermeiro, na prática clínica, perpassa por cinco fases: seeding, opening, laddering, equalising e reframing, nos quais seeding (semeando) e opening (abertura) constituem a fase inicial de descobertas e estabelecimento de relações; laddering (escada) representa um período intensivo de interações recíprocas entre monitor/mentor, no processo ensinoaprendizagem; equalising (equalização) inicia quando o sujeito percebe a capacidade profissional, as habilidades; e, na fase de reframin (reenquadramento), o sujeito reflete sobre os significados de suas relações com o mentor em seu aprendizado. 17 Assemelha-se, desta forma, à monitoria acadêmica, que é guiada por um conjunto de relações e interações que visam à construção colaborativa do conhecimento.…”

“…Mentoring Up e a aprendizagem baseada em problemas, sendo este último um método que aprimora a tomada de decisões, o trabalho em equipe e a análise e resolução crítico-reflexiva de problemas. 17 Constata-se, portanto, que a monitoria deve também envolver o estabelecimento de metas e competências a serem alcançadas tanto pelo monitor quanto pelos demais discentes em atividades que ultrapassam apenas o acompanhamento das atividades do docente, mas que coloque os discentes no centro do próprio aprendizado. Pode-se afirmar também que a monitoria pode pautarse na utilização de ferramentas de avaliação de sua efetividade para os discentes que ultrapassem o tradicionalismo e sejam dinâmicas e inovadoras, como o Team Based Learn (TBL).…”