Problem-based learning in clinical nursing education: Integrating theory and practice

Abstract

Summary Over the last few decades, nursing education in Sweden has undergone many changes in its length, content, and academic level. Pedagogical developments have occurred, but not as much change has taken place in the clinical part of education. Therefore, a project was initiated to improve students' integrated learning, ability to actively search for knowledge, reflect critically, and to improve the clinical learning environment, during the clinical training part of the undergraduate nursing program at a Swedish university. This was accomplished through applying problem-based learning (PBL), supporting reflection, applying a new model for supervision, and supporting nursing preceptors. The project was carried out during clinical studies in acute care in the second year of a nursing undergraduate program.The aim of this study was to describe nursing students' and their preceptors' experiences of problem-based learning and a new model for supervision in clinical education. A total of 45 students and 30 preceptors participated by answering a questionnaire and an interview.The findings showed that the project overall was perceived positively by students and preceptors. The possibility for supervised reflection was perceived as positive by both students and preceptors, although it sometimes was difficult for preceptors to set aside time. Research-based knowledge was rarely used in clinical teaching.

Student nurse perceptions of supervision and clinical learning environment: a phenomenological research study

“…Y Kaphagawani y Useh (9) describieron cómo los estudiantes transfieren los conocimientos y las habilidades desde los laboratorios de simulación y las clases teóricas al contexto clínico. Algunos autores han sugerido que las estancias de larga duración en el mismo entorno clínico (la misma planta o unidad) y el uso de diferentes enfoques pedagógicos (aprendizaje basado en problemas, aprendizaje reflexivo, aprendizaje basado en la evidencia o elearning) podrían ayudar a resolver la brecha entre teoría y práctica ( 21,(38)(39)(40)(41)(42)(43) . Los estudiantes creen que la "participación de los estudiantes" en las actividades depende de su experiencia, las características de la planta, el equipo de enfermería y la enfermera tutora.…”

Conceptual framework for facilitating reflective practice by nurses in the clinical setting

“…Practical knowledge is seen as "knowing how", which is gained by experience from practical training and performing interventions (Ehrenberg & Haggblom, 2007). Thus learning from experience through reflection would promote effective learning.…”

Views of second year nursing students on impediments to safety in the clinical setting: Q-methodology

“…To reinforce students' learning, the tutors typically engaged in questioning, reasoning and voicing doubts. Problem-based learning approaches were also attributed to second and third year students' development of responsibility for their learning and professional relations with their educators [24] .…”