Following the forsaken: A procedural description of a problem‐based learning program in a school of nursing studies

Abstract

This paper reports the findings of one stage in an ongoing project to evaluate, from the students' perspectives, a student-centered problem-based learning (PBL) program in a School of Nursing Studies. We begin by making a comparison between teacher-centered education and religious devotion, and liken PBL to a congregation without a priest. A topographical account of the setting follows, describing the typical activities and events that characterize the program. Throughout the course of this account, a number of issues arise: the role of the facilitator, group dynamics, mutual responsibility and motivation for learning. These are touched on briefly, but we do not attempt to make a substantive theoretical contribution. Despite the widespread popularity of PBL in nursing schools, there have been few empirical studies conducted and, consequently, the adoption of PBL in nursing has been dependent upon the research of the very different discipline of medicine and medical education.

Interprofessional education in health and social care: fashion or informed practice?

“…Subsequently, students undertake self‐directed study before returning to the group to work together, discussing and refining their acquired knowledge (Lohman & Finkelstein 2002). Such student‐centred learning (Biley & Smith 1999) can be seen as ‘a systematic attempt to apply findings of cognitive psychology to educational practice’ (Dolmans & Schmidt 1983). Thus, problem‐based learning is not about problem solving per se , but uses appropriate problems to increase knowledge and understanding (Wood 2003).…”

“…Problem-based learning, first advocated by Knowles (1990), is incorporated into a number of interprofessional education models at City University (Freeth & Reeves 1999;, Leicester Warwick Medical School (Goosey & Barr 2002) and St Georges Hospital/ Kingston University (Goosey & Barr 2002;Tunstall-Pedoe, Rink & Hilton 2003). Problem-based learning is an educational approach that aims to develop analytical and critical thought, cooperative and selfdirected learning and the integration of knowledge and skills within the context of practice and selfmotivation (Biley & Smith 1999;Newble 2002). It is generally understood to mean an instructional strategy in which students identify issues raised by specific problems to help develop an understanding about underlying concepts and principles (Spencer & Jordan 1999).…”