Problem Based Learning in Nursing Education

Abstract

Background. McMaster University first introduced Problem Based Learning (PBL) in the mid 1960s. However, measuring the relationship between PBL for undergraduate nursing programs and students test performance has not yet been assessed in the USA. Purpose. The main purpose of this paper is to describe the effectiveness of PBL on senior student test performance on content related to PBL in a BSN program. Diabetes mellitus and renal insufficiency were taught by traditional lecture format in the previous years. This was the first year we taught this content by the problem based learning method. Method. Historical control group was used to compare the test performances between the PBL groups and the traditional group using Student's t-test. Result. The mean of diabetes mellitus related questions missed by the PBL group was less than the traditional group ( = 4.51, and = .00). The mean of renal insufficiency related questions missed by the PBL group was more than the traditional group ( = −6.44, and = .00). Discussion. This study produced inconclusive findings. Factors that could be attributed to their performance will be discussed.

Perception and Utilization of Problem-Based Learning by Nurse Educators in Cross River State, Nigeria

“…PBL was adopted because of the school's extensive course content, using lecturing as the main teaching method and the evidenced incongruity between educational and evaluation objectives [3]. According to [4], most medical educators have adopted PBL as the educational and philosophical basis of their curricula.…”

Education on invasive mechanical ventilation involving intensive care nurses: a systematic review

“…Several studies have demonstrated that CE programmes should involve robust design and teaching methods that integrate theoretical, practical and experiential learning, potentially resulting in improvements in professional practice, patient care and health outcomes (Duff, ; Gallagher, ; Zurmehly, ). Interactive learning strategies, such as scenario‐based learning and simulation, in addition to lecture and continuous feedback, are effective education approaches for behaviour change and sustainability (Duff, ; Wax et al, ; Zhang, ). None of the studies identified reported using interactive education techniques.…”

Nursing faculty and student transition to a context–based learning curriculum

“…Although the assumption guiding CBL requires that students learning is facilitated with a scenario structured on real life issues, [29,30,34] the integration of lectures in CBL program is supported in the literature. [49] Concepts that are difficult and require more fundamental knowledge, retrieving, and comprehension should be taught in different formats including lecture, seminar, and case study to ensure mastery of the content knowledge by the students. [49] Currently, a hybrid form of CBL where lectures are integrated with CBL is provided in the study setting.…”

“…[49] Concepts that are difficult and require more fundamental knowledge, retrieving, and comprehension should be taught in different formats including lecture, seminar, and case study to ensure mastery of the content knowledge by the students. [49] Currently, a hybrid form of CBL where lectures are integrated with CBL is provided in the study setting.…”