Strengths and weaknesses of Problem Based Learning from the professional perspective of registered nurses

Abstract

OBJECTIVE: to identify competency strengths and weaknesses as perceived by nursing professionals who graduated with a integrated curriculum and competency-based through Problem Based Learning in small groups. METHOD: an intrinsic case study method was used, which analyzes this innovation through former students (from the first class) with three years of professional experience. The data were collected through a questionnaire and discussion groups. RESULTS: the results show that their competency level is valued in a very satisfactory manner. This level paradoxically contrasts with the lack of theoretical knowledge they perceived at the end of their education, when they started working in clinical practice. CONCLUSIONS: the teaching strategy was key to motivate an in-depth study and arouse the desire to know. In addition, Problem Based Learning favors and reinforces the decision to learn, which is that necessary in the course of professional life.

Integrated teaching for vocational knowing: A systematic review of research on nursing-related vocational education and training

“…The study aims were generally descriptive in character and the following terms were used variedly: to evaluate, compare, investigate, describe, examine, illustrate, to provide an overview, to determine and identify, to contribute, to explore (Arthur, 2001;Barrere et al, 2008;Chan, 2013;Cónsul-Giribet & Medina-Moya, 2014;Cook et al, 2018;Creese et al, 2016;Hernández & Brendefur, 2003;Hiim, 2017;Holland et al, 2017;Li & Kenward, 2006;Meechan et al, 2011;O'Shea et al, 2015;Park, 2009;Whitehead, 2002).…”

“…Altogether, six studies used a quantitative character of analysis (Arthur, 2001;Barrere et al, 2008;Cook et al, 2018;Li & Kenward, 2006;Meechan et al, 2011;O'Shea et al, 2015), while five studies used a qualitative character of analysis (Chan, 2013;Creese et al, 2016;Hiim, 2017;Park, 2009;Whitehead, 2002). There were three studies that combined a qualitative and a quantitative analysis (Cónsul-Giribet & Medina-Moya, 2014;Hernández et al, 2003;Holland et al, 2017). Based on the included studies, a quantitative character of analysis was consequently identified as the main quality measure for investigating the issues of vocational knowing in classroom studies.…”

“…Predominantly, the primary studies bring forward integrated teaching as an approach that enables an addition of knowledge, which was described in terms of a specific content, skills, abilities and competences, that can be prepared for in teaching, measured and evaluated. Thus, integrated teaching is motivated by a varied usage of the following descriptive terms: to establish, promote, sustain, develop, arouse, understand, facilitate, build, enhance, influence, strengthen, apply, and to provide depth (Arthur, 2001;Barrere, Durkin & LaCoursiere, 2008;Chan, 2013;Cónsul-Giribet & Medina-Moya, 2014;Cook, Mccance, Mccormack, Barr & Slater, 2018;Creese, Gonzalez & Isaacs, 2016;Hernández & Brendefur, 2003;Hiim, 2017;Holland, Tiffany, Tilton & Kleve, 2017;Li & Kenward, 2006;Meechan, Mason & Catling, 2011;O'Shea, Campbell, Engler, Beauregard, Chamberlin & Currie, 2015;Park, 2009;Whitehead, 2002).…”

“…Other themes involved more specific areas, such as academic writing, mathematics, alcohol, pharmacology, and ethics (Arthur, 2001;Hernández & Brendefur, 2003;Whitehead, 2002). Also, there were themes that concerned abilities and competency, such as creativity, critical and reflective abilities, and nursing competency (Chan, 2013;Cónsul-Giribet & Medina-Moya, 2014).…”

“…Vocational knowing primarily comprised specific areas of nursing care, such as end-of-life-care, alcohol consumption, person-centered care coordination, and pharmacology (Arthur, 2001;Barrere et al, 2008;Cook et al, 2018;Hiim, 2017;Holland et al, 2017;Li & Kenward, 2006;Meechan et al, 2011;O'Shea et al, 2015). Vocational knowing was also presented in terms of skills and abilities, such as creativity, critical thinking, reflexivity, analytical reasoning, empathy, communication, collaboration, autonomy, responsibility and confidence (Chan, 2013;Cónsul-Giribet & Medina-Moya, 2014). All these specific areas were related to various patient groups, from perinatal to adults.…”