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

Abstract

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.

Reflecting on Holistic Nursing: The Contribution of an Academic With Lived Experience of Mental Health Service Use

“…Despite research demonstrating that nursing education can positively influence attitudes toward mental health nursing (Cooper & Carver, 2012;Curtis, 2007;266 L. BYRNE ET AL. Happell, 2008aHappell, , 2008bHenderson, Happell, & Martin, 2007;Mullen & Murray, 2002;O'Brien, Buxton, & Gillies, 2008;Stevens & Dulhunty, 1997), negative attitudes toward people with mental illness and a perceived lack of skill for practice in this area remain characteristic of registered nurses (Happell & Platania-Phung, 2005b;Reed & Fitzgerald, 2005;Sharrock & Happell, 2006).…”

Konflikter i studiegrupper – forekomst og konsekvenser for læring og trivsel

“…Problembasert laering (PBL) er en laeringsform basert på gruppearbeid hvor studentene har ansvar for egen laering og for å skape samarbeid som bidrar til medstudenters laering gjennom å løse praksisnaere arbeidsoppgaver (Pettersen, 2005). Samarbeidet i laeringsgrupper tenkes bå de å bygge på og utvikle relasjonskompetanse, og i litteraturen og i praksis varierer det hvor mye dette fasiliteres eller aktivt utvikles og reguleres av veiledere (Cooper & Carver, 2012;Gwee, 2009;Hendry, Ryan & Harris, 2003;Maudsley, Williams & Taylor, 2008;Mete & Yildirim Sari, 2008). Konstruktiv samhandling og konflikthå ndteringskompetanse kan sies å vaere kjernen i begrepet relasjonskompetanse (Fossestøl, 2004;Kvalsund & Meyer, 2005).…”

“…Konstruktiv samhandling og konflikthå ndteringskompetanse kan sies å vaere kjernen i begrepet relasjonskompetanse (Fossestøl, 2004;Kvalsund & Meyer, 2005). Forskning viser at PBL leder til økt selvstendighet i kunnskapstilegnelse, forbedrer evne til kritisk refleksjon samt gir bedret kompetanse i konflikthå ndtering (Cooper & Carver, 2012;Seren & Ustun, 2008;Williams & Day, 2009;Williams et al, 2012). Imidlertid kan det vaere variasjoner i studenters relasjonskompetanse og iver i kunnskapstilegnelse.…”

“…Dette kan vaere et uttrykk for at studentene har en forventning om at samarbeid i gruppe medfører konflikter i ulik grad, og at de Á som voksne studenter Á innehar erfaring som gjør at de er forberedt på og kompetente til å hå ndtere konfliktene. Denne studien kan følgelig betraktes som en støtte til studier som hevder at PBL har positive effekter nå r det gjelder evne til å hå ndtere konflikter (Cooper & Carver, 2012;Seren & Ustun, 2008;Williams & Day, 2009;Williams et al, 2012). PBL-gruppas betydning for sosial tilhørighet har kanskje ikke sentral betydning for trivselen dersom motivasjonen for studiet er høy og det finnes andre muligheter for å knytte vennskap utenom sin PBL-gruppe.…”

Promoting positive perceptions and person centred care toward people with mental health problems using co-design with nursing students

“…Added to this is the use of problem-based learning, which has been of significant benefit to students (Cooper et al 2012) in promoting investigatory skills and questioning their assumptions about mental health. The co-design element involves students identifying the questions and searching the evidence to answer those they have set.…”