Not just ticking all the boxes. Problem based learning and mental health nursing. A review

Gould, Brian Henry; Brodie, Liz; Carver, Fiona; Logan, Pamela

doi:10.1016/j.nedt.2015.07.013

Cited by 8 publications

(4 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…PBL was attributed with cultivating self-motivation, independent learning and reflection by Wood (2005). This is consistent with Gould et al (2015), where the process of discussion and sharing of ideas nurtured self-belief and motivation and helped foster a growing sense of ownership of and investment in their own learning. Students in this study also stated that PBL enhanced the professional, academic and interpersonal skills of students.…”

Section: Background Literaturesupporting

confidence: 59%

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

Jones

2017

JMHTEP

View full text Add to dashboard Cite

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.

show abstract

Section: Background Literaturesupporting

confidence: 59%

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

Jones

2017

JMHTEP

View full text Add to dashboard Cite

show abstract

“…Learning improvement seems also to be fostered by encouraging the development of student autonomy through an iterative process (Haraldseid et al 2016). Active learning principles, through direct participation of nursing students in their education (Bakon et al 2016), problem-based learning (Gould et al 2015), and personal confrontation are recognized by students as significant learning opportunities (Grealish & Ranse, 2009). Introducing creative activities may also promote students to think in unconventional ways about the traditional learning models (Rankin & Brown, 2016).…”

Section: Discussionmentioning

confidence: 99%

Academic stress and active learning of nursing students: A cross-sectional study

Magnavita

Chiorri

2018

Nurse Education Today

View full text Add to dashboard Cite

“…The PBL method, which inspired the course curriculum, is a student-centred method intended to encourage reflection and enhance ongoing learning [ 25 ]. The method has been positively evaluated [ 26 , 27 ] and is widely used at Linköping University. Because the course does not advocate the use of any specific theoretical approach, the students can choose from existing approaches, but in their written assignment, they are required to justify the choice they have made.…”

Section: Discussionmentioning

confidence: 99%

Five years’ experience of an annual course on implementation science: an evaluation among course participants

2017

View full text Add to dashboard Cite

BackgroundIncreasing interest in implementation science has generated a demand for education and training opportunities for researchers and practitioners in the field. However, few implementation science courses have been described or evaluated in the scientific literature. The aim of the present study was to provide a short- and long-term evaluation of the implementation training at Linköping University, Sweden.MethodsTwo data collections were carried out. In connection with the final seminar, a course evaluation form, including six items on satisfaction and suggestions for improvement, was distributed to the course participants, a total of 101 students from 2011 to 2015 (data collection 1), response rate 72%. A questionnaire including six items was distributed by e-mail to the same students in autumn 2016 (data collection 2), response rate 63%. Data from the two data collections were presented descriptively and analysed using the Kirkpatrick model consisting of four levels: reaction, learning, behaviour and results.ResultsThe students were very positive immediately after course participation, rating high on overall perception of the course and the contents (reaction). The students also rated high on achievement of the course objectives and considered their knowledge in implementation science to be very good and to a high degree due to course participation (learning). Knowledge gained from the course was viewed to be useful (behaviour) and was applied to a considerable extent in research projects and work apart from research activities (results).ConclusionsThe evaluation of the doctoral-level implementation science course provided by Linköping University showed favourable results, both in the short and long term. The adapted version of the Kirkpatrick model was useful because it provided a structure for evaluation of the short- and long-term learning outcomes.Electronic supplementary materialThe online version of this article (doi:10.1186/s13012-017-0618-4) contains supplementary material, which is available to authorized users.

show abstract

Not just ticking all the boxes. Problem based learning and mental health nursing. A review

Cited by 8 publications

References 26 publications

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

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

Academic stress and active learning of nursing students: A cross-sectional study

Five years’ experience of an annual course on implementation science: an evaluation among course participants

Contact Info

Product

Resources

About