Nurse Faculty Experiences in Problem-Based Learning:An Interpretive Phenomenologic Analysis

Abstract

Epistemic doubt happens when action and intent toward the PBL teaching perspective do not match underlying beliefs. Findings from this study call for ongoing administrative support for education on PBL while faculty take time to uncover hidden epistemological beliefs.

The Use of PBL in an Interprofessional Education Course for Health Care Professional Students

“…The nursing faculty in this study viewed their role as a facilitator of learning, and commented that students using PBL acted more independently and collaboratively. Some faculty initially struggled with the PBL strategy, and the authors suggest that faculty must examine their teaching perspective for congruence with the intent of PBL in order to ensure its effectiveness (Paige & Smith, 2013).…”

“…PBL has been described as a studentcentered teaching/learning method that uses problems relevant to desired learning outcomes as a means of encouraging self-directed learning, critical thinking, lifelong learning, and self-evolution among students (Rideout & Carpio, 2001;Savery, 2006). PBL requires student collaboration to develop strategies to resolve problems, consider alternative solutions, and justify their solution to others (Paige & Smith, 2013). The collaborative nature of PBL makes it an ideal method for use in interprofessional education (IPE) courses in the training of health professionals; however, the usefulness of PBL in IPE has not been thoroughly examined in published peerreviewed literature.…”

How Do You Build Community and Foster Engagement in Online Courses?

“…The use of problem‐based learning in the online classroom can focus on collaboration as a property of cognitive learning. In such cooperate efforts, groups of students set up the guidelines of how the group functions, the responsibilities of each group member, the content the group wishes to master, the summative project the group submits to the instructor, and collaborative evaluation of each other at the end of the project (Paige and Smith ). Although a challenge to facilitate online, this process can be achieved by employing technologies like a collaborative writing tool (e.g., Google Drive), sharing resources via web‐based bookmark service (e.g., EndNote or Pinterest), and social media discussions in the course or outside via Facebook, Tumblr, or Twitter.…”

Breaking from Tradition: Transforming Leadership Education in Nursing

“…CBL was selected as a pedagogical method that could enhance students' sense of salience, creative use of existing nursing knowledge, selfdirected learning, and team relational strategies (Benner, 2010;Paige & Smith, 2013), all of which are critical to leadership development. The two scenarios used are designed to capture the moral decision-making and leadership challenges conceptualized as disorienting dilemmas which nurses often encounter in everyday nursing practice within complex health care systems (see Table 2 for scenario descriptions).…”

“…As other nurse educators have found, simply transitioning educators to a new instructional strategy without addressing the underlying beliefs of the educators regarding teaching and learning can lead to resistance and poor uptake of curricular redevelopment efforts (Paige & Smith, 2013). The use of CBL and SBL approaches requires a shift from task and content to more conceptual and self-directed learning wherein faculty are encouraged to create space for learning to happen (Paige & Smith, 2013;Parker & Myrick, 2010).…”