Becoming a Problem‐Based Learning Facilitator

Roberts, Gwilym

doi:10.1002/9781444320541.ch5

Cited by 4 publications

(3 citation statements)

References 12 publications

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“…They also wished for ‘inspirational experts’ to teach them. Roberts (2010) suggests that most studies now support the idea that facilitators in PBL should be experts in the subject taught as opposed to just being skilled facilitators. Finally, participants valued facilitators’ enthusiasm for the subject.…”

Section: Discussionmentioning

confidence: 99%

Problem based learning in mental health nursing: The students' experience

Cooper

Carver

2012

Int J Mental Health Nurs

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Problem based learning (PBL) is well established within the field of health‐care education for professionals worldwide, although little has been done to explore the experiences of students undertaking a PBL course in mental health nursing. Without firm evidence of the benefits of PBL, educationalists in mental health might be reluctant to view it as an option in curricula design. This UK study examined the experiences of pre‐registration post‐graduate mental health student nurses undertaking a 2‐year educational course in which all teaching and assessment followed a PBL philosophy. Focus groups were used throughout the course to elicit in‐depth qualitative data that was analysed by applying a constant comparative method. The analysis of the data uncovered the following broad themes: ‘moves to autonomy, ’surviving the groups' and ‘the impact of PBL’. The findings show that participants had mainly positive experiences and gained a range of study and interpersonal skills central to mental health nursing. Participants described initial anxieties resulting from engagement in PBL. However, they increasingly gained confidence in this approach, exercising increasing control over the PBL process. Despite this increased autonomy, participants continued to value the input of skilled facilitators. A recurring issue centred on the potential for interpersonal conflict within the student group and its impact on their learning. It is suggested that more research is needed examining the use of PBL in mental health nursing.

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Section: Discussionmentioning

confidence: 99%

Problem based learning in mental health nursing: The students' experience

Cooper

Carver

2012

Int J Mental Health Nurs

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“…Notwithstanding these views, it is equally important to accommodate individual styles and approaches to facilitation but this must involve student centred facilitation not tutor inactivity (Riley and Matheson, 2010). Facilitators must ensure that there is a mutual understanding of what is expected as part of the process of learning via PBL through a developmental process (Roberts, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…The role of the facilitator in PBL is crucial in trying to ensure that it is enjoyable, meets the needs of both individuals and groups and adheres to the learning outcome of the module (Roberts, 2010). Nonetheless, adapting PBL to module structures not ideally suited to PBL was problematic.…”

Section: Implication For Nurse Educationmentioning

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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Facilitating problem-based learning in teacher education: getting the challenge right

Pourshafie

Murray‐Harvey

2013

Journal of Education for Teaching

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The problem-based learning (PBL) literature presents the shift from teacherdirected transmission models of instruction to facilitation as a challenge for PBL tutors. This article reports an in-depth thematic analysis of reflective written responses on PBL of 63 teacher education students enrolled at an Australian university. Attitudes, skills and knowledge represent three distinctive dimensions of facilitation identified by students. Both content and pedagogical knowledge emerged as features of effective facilitators who students considered as: (1) displaying attitudes conveying belief in the capacity of learners; (2) assuming a humble posture of learning by not considering themselves the font of all knowledge; and (3) creating environments conducive to participation and mutual support through scaffolding and group work. Students indicated that PBL offered an effective approach to incorporate into their future teaching practice.

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Becoming a Problem‐Based Learning Facilitator

Cited by 4 publications

References 12 publications

Problem based learning in mental health nursing: The students' experience

Problem based learning in mental health nursing: The students' experience

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

Facilitating problem-based learning in teacher education: getting the challenge right

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