Problem-based learning in pre-registration mental health nursing: the student experience

Atherton, Helen L.

doi:10.7748/mhp.19.1.28.e1005

Cited by 4 publications

(5 citation statements)

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“…Various pedagogies have been used in the reviewed studies to enhance critical thinking among students undertaking mental health nursing modules. A common approach is problem‐based learning (PBL), under which students discuss and present their solutions to problems in small groups to the rest of the class (Atherton, 2015, Jones, 2017, Cooper and Carver, 2012). PBL encourages students to assume a more active role in learning than traditional learning methods, since they are required to integrate theory into practice during problem‐solving (Jones, 2017).…”

Section: Methodsmentioning

confidence: 99%

“…PBL encourages students to assume a more active role in learning than traditional learning methods, since they are required to integrate theory into practice during problem‐solving (Jones, 2017). Additionally, group discussions in PBL have been found to be effective in fostering a sense of group cohesion among students, as they could develop their teamwork and conflict resolution skills while strengthening their clinical knowledge by analysing the problems from multiple perspectives (Atherton, 2015, Jones, 2017, Cooper and Carver, 2012). The studies have further emphasized the need to include summative assessments and trained facilitators within PBL sessions especially with students lacking motivation to participate (Atherton, 2015, Jones, 2017, Cooper and Carver, 2012).…”

Section: Methodsmentioning

confidence: 99%

“…• Qualitatively, students reported enjoying working in teams despite the increased study time required with the TBL method (Continued) • Simulation with an SP improved post-test knowledge in the assessment of client experiencing mental health conditions but no longer term outcomes; students reported high satisfaction with the learning experience summative assessments and trained facilitators within PBL sessions especially with students lacking motivation to participate (Atherton, 2015, Jones, 2017, Cooper and Carver, 2012. A similar pedagogy in mental health nursing is the team-based learning (TBL) instructional approach, which requires students to individually complete a preclass assignment and a set of 10 questions before they are divided for group discussions (Harmon and Hills, 2015).…”

Section: Pedagogy In Enhancing Critical Thinkingmentioning

confidence: 99%

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Exploring pedagogies used in undergraduate mental health nursing curriculum: An Integrative Literature Review

Goh

Owyong

Seetoh

et al. 2021

Int J Mental Health Nurs

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The growing demand of mental health services among the population and the stigma associated with mental health conditions have resulted in a shortage of skilled nurses competent in delivering quality care to persons experiencing mental health conditions. This suggests the need to develop a systematic and comprehensive curriculum to prepare nursing students for a career in mental health nursing. An integrative review on empirical studies was conducted based on Cooper's five-stage integrative review framework to investigate the different pedagogies and to highlight the elements of an effective curriculum for teaching mental health nursing. All quantitative, qualitative, and mixed-method studies published between 2009 and 2019 that examined pedagogies in mental health nursing for nursing undergraduates were included in this review. Databases of interest included PubMed, Cochrane, PsycINFO, Embase, Scopus, Web of Science, and ProQuest Dissertations and Theses. To ensure methodological rigour and validity, the 23 included studies were independently evaluated by two authors through critical appraisal tools developed by Joanna Briggs Institute for quantitative and qualitative studies. Results from this review were categorized into three themes: (i) the deployment of simulation; (ii) pedagogies in enhancing critical thinking; and (iii) importance of consumer-oriented educational experiences. These results suggested that students would benefit substantially from in-depth discussions, critical reflections, and real-life experiences. Mental health nursing curricula should incorporate simulations, pedagogies for critical thinking, and consumers' lived experience to supplement the clinical rotations.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Pedagogy In Enhancing Critical Thinkingmentioning

confidence: 99%

See 1 more Smart Citation

Exploring pedagogies used in undergraduate mental health nursing curriculum: An Integrative Literature Review

Goh

Owyong

Seetoh

et al. 2021

Int J Mental Health Nurs

View full text Add to dashboard Cite

show abstract

“…We know that when new learning strategies are introduced, students need sufficient preparation in the approach to make best use of it (Atherton, 2015) and it would appear from the evaluation of this strategy in this context that a similar preparatory period would be equally valuable.…”

Section: Evaluation Of the Approach Taken To Learning In This Programmementioning

confidence: 99%

Understanding the impact of eating disorders: using the reflecting team as a learning strategy for students

Stringfellow

Evans

2018

Br J Nurs

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This article outlines how the application of a reflecting team from systemic family therapy practice was used as a learning strategy for a postgraduate programme for healthcare students. The programme was designed to increase the students' skills, knowledge and awareness of the needs of people with eating disorders, and their families. There were some benefits to this learning strategy. Students reported that the use of a reflecting team enabled them to gain a deep understanding of the emotional impact of eating disorders on individuals and their carers. However, as this method of learning was new to the students, they needed some initial instruction on the approach. During the programme of study, it became evident that the health professionals were deeply affected by the experiences of people with eating disorders. This would suggest that possibly it was the presence of the sufferers themselves as part of the reflecting team that provided the pivotal learning opportunity, rather than the reflecting team per se.

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“…The value of working in groups was equally a feature of the experiences of students studied by Atherton (2015), who reported that once they had made the transition from didactic to student led learning, found working in groups enabled them to consider problems from different perspectives, to engage in self-reflection, refine skills in professional communication and resolve conflicts. This developed their critical thinking and self-awareness and they drew clearer links between theory and practice.…”

Section: Background Literaturementioning

confidence: 99%

Mental health student nurses’ satisfaction with problem-based learning: a qualitative study

Jones

2017

JMHTEP

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Purpose The purpose of this paper is to investigate undergraduate pre-registration mental health nurse’s satisfaction with problem-based learning (PBL), in light of the dearth of such studies and to influence future teaching and learning strategies within Cardiff University. Design/methodology/approach Totally, 16 students from three cohorts were interviewed in two focus groups. Data analysis was consistent with Seidel and Kelle (1995) which involved noticing relevant phenomena, collecting examples of these phenomena and subsequently analysing these to find commonalities, differences, patterns and structures. Findings Student experiences were categorised in five themes indicating that they perceived PBL as a novel, flexible approach to adult learning, which fostered decision making and critical thinking. Student engagement with the process was heavily influenced by the contribution of the end product to their degree classification. They also expressed concerns about working in groups and whether the depth of learning was comparable with traditional methods. However, they presented well-considered recommendations for future practice to address the perceived deficits of PBL. Research limitations/implications This was a small scale study undertaken in one institution. As such the views expressed by students relate to the approach to PBL used in this institution. Originality/value This study adds to the body of research relating to the application of PBL in mental health nurse education. Well considered, student generated recommendations are presented which can enhance student motivation, engagement and learning. These are arguably of value to other educationists interested in this approach to teaching and learning.

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Problem-based learning in pre-registration mental health nursing: the student experience

Cited by 4 publications

References 0 publications

Exploring pedagogies used in undergraduate mental health nursing curriculum: An Integrative Literature Review

Exploring pedagogies used in undergraduate mental health nursing curriculum: An Integrative Literature Review

Understanding the impact of eating disorders: using the reflecting team as a learning strategy for students

Mental health student nurses’ satisfaction with problem-based learning: a qualitative study

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