Does problem-based learning in Nursing Education Empower Learning?

Compton, Roslyn M.; Owilli, Alex Olirus; Norlin, Erin E.; Murdoch, Natasha Hubbard

doi:10.1016/j.nepr.2020.102752

Cited by 21 publications

(15 citation statements)

References 9 publications

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“…In addition to course content, PBL can promote the development of critical thinking skills, problem-solving abilities, and communication skills ( van der Vleuten and Schuwirth, 2019 ). It can also allow working in groups, finding and evaluating research materials, and life-long learning ( Compton et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

A Bibliometric Analysis of the Landscape of Problem-Based Learning Research (1981–2021)

et al. 2022

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BackgroundProblem-Based Learning (PBL) is an instructional method of hands-on, active learning centered on investigating and resolving messy, real-world problems. This study aims to systematically analyze the current status and hotspots of PBL research and provide insights for research in the field.MethodsProblem-based learning-related publications were retrieved from the Web of Science Core Collection using “Problem-Based Learning”. Annual publications, countries, institutions, authors, journals, references, and keywords in the field were visually analyzed using the R, VOSviewer, and Microsoft Excel 2019 software.ResultsA total of 2,790 articles and reviews were analyzed, with a steady increase in publications in the field of PBL. Overall, the United States was the major contributor to the study of PBL. Van Der Vleuten CPM was the key researcher in this field. Moreover, most of the publications were published in Medical Education. Keyword analysis showed that current research hotspots focus on the extensions of PBL teaching mode, application of PBL teaching method, and reform of PBL.ConclusionResearch on PBL is flourishing. Cooperation and exchange between countries and institutions should be strengthened in the future. These findings will provide a better understanding of the state of PBL research and inform future research ideas.

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Section: Introductionmentioning

confidence: 99%

A Bibliometric Analysis of the Landscape of Problem-Based Learning Research (1981–2021)

et al. 2022

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“…Figure 2 proposes three countermeasures to improve the evaluation of classroom music education in colleges. The first is establishing a modern evaluation view, we should take the evaluation given by students seriously, so that teachers could get the real information and improve the teaching quality [32,33]. The second is establishing a complete and scientific college music education evaluation system, and the teacher's self-evaluation, the student evaluation, and the expert evaluation should all be included in the structure of this system [34,35].…”

Section: Countermeasuresmentioning

confidence: 99%

Design and Construction of a PBL Based Evaluation Index System for Classroom Music Education

Huang

Zhang

2021

Int. J. Emerg. Technol. Learn.

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The quality of classroom education is essential to the construction and development of departments and colleges, and a mirror of the teaching level and quality of teachers. Project-based learning (PBL) tries to create problem scenarios for learners, and encourage them to think deeper and communicate more. Inspired by PBL, this paper analyzes the existing evaluation index systems (EISs) for classroom music education in colleges, and summarizes the application of PBL in music teaching. Besides, a novel EIS is designed and constructed for classroom music education. The results show that: PBL stresses the changes of learners through the learning, and enables teachers to combine pre-, in-, and post-class methods to comprehensively evaluate the music literacy of students; PBL exerts a positive effect on students’ learning. The results lay a theoretical basis for reforming the EIS of classroom music education.

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“…Although PBL is considered a promising pedagogical method for nursing education that supports student-centred learning and enhances critical thinking (Compton et al, 2020), the reported outcomes of PBL vary. For example, Preeti et al (2013) andZahid et al, (2016) showed that PBL students perform noticeably better both theoretically and clinically than those who only received teacher-led lessons.…”

Section: Introductionmentioning

confidence: 99%

Nursing students' experiences of what influences achievement of learning outcomes in a problem‐based learning context: A qualitative descriptive study

et al. 2021

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Aim This study aimed to describe nursing students' experiences of what facilitate or impede the achievement of learning outcomes in PBL‐based nursing education. Design A qualitative descriptive design was used. Methods Data were collected from individual semi‐structured interviews with 18 undergraduate nursing students in Sweden and were analysed using Burnard's qualitative content analysis. Results The results were organized into three categories: (a) understanding of the required level of knowledge depth (b) tutor's engagement and (c) student base group interactions. These categories represent essential components of PBL that could either facilitate or impede students' achievement of learning outcomes in nursing education. To improve the students' opportunities to achieve the learning outcomes, proper introduction of and a continuous education on PBL as a pedagogical method provided both to students and tutors should be considered important.

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Does problem-based learning in Nursing Education Empower Learning?

Cited by 21 publications

References 9 publications

A Bibliometric Analysis of the Landscape of Problem-Based Learning Research (1981–2021)

A Bibliometric Analysis of the Landscape of Problem-Based Learning Research (1981–2021)

Design and Construction of a PBL Based Evaluation Index System for Classroom Music Education

Nursing students' experiences of what influences achievement of learning outcomes in a problem‐based learning context: A qualitative descriptive study

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