Evaluating a problem based learning course: An action research study

Abstract

Problem based learning (PBL) has been widely used in the United States, United Kingdom and Australasia in undergraduate nursing education to develop critical thinking and problem solving skills. PBL has been used since 1996 in a Bachelor of Nursing course at a New Zealand tertiary institution, and several modifications have been made to foster effective learning. The 'pure' PBL process has been adapted to move students gradually from teacher direction to taking responsibility for their learning. This has provided the opportunity for students to develop critical thinking, problem solving, information retrieval and evaluation skills, and group process skills over an 18-week period. Because rigorous evaluation of these changes had not been formally undertaken, the purpose of this study was to evaluate how the current format was developing students' understanding and integration of knowledge. Two cycles of the action research method (Cardno and Piggot-Irvine, 1994) were used, involving 4 lecturers and 17 students. Data was collected both quantitatively and qualitatively over a 16-week period. Findings indicated the importance of: explaining the purpose and process of PBL; communicating in detail the role of both students and lecturers; keeping communication lines open; addressing timetabling issues and valuing this method of learning for nursing practice. Implications for nursing education are addressed.

Implementation of Problem Based Learning among Nursing Students

“…Current findings consistent with the previous findings (Walker et al, 2001;Wood, 2006;Yuan et al, 2011a) suggested that the PBL process has been adapted to move students gradually from teacher direction to taking responsibility for their learning. This has provided the opportunity for students to develop critical thinking, problem solving, information retrieval and evaluation skills, and group process skills over an 18-week period.…”

Evaluating the use of developmental action inquiry in constructing a problem‐based learning curriculum for pre‐registration nursing education in Hong Kong: a student perspective

“…Over the past decades, much effort has been invested in the implementation of PBL at both programme and subject levels in different parts of the world. Curricula have been restructured, PBL learning packages have been prepared, teaching-learning activities have been reorganized, and new assessment methods have been introduced (Baker 2000, Houlden et al 2001, Johnston & Tinning 2001, Morales-Mann & Kaitell 2001, Walker et al 2001. Nonetheless, PBL implementation has revealed a number of longstanding problems that have roots not only in the educational system but also within the clinical context.…”