Student nurse transition from traditional to problem‐based learning

Abstract

Problem-based learning (PBL) continues to be a feature of many nursing programmes and has been the subject of a number of empirical studies. This study explored the experience of PBL of a group of registered nurses undertaking a 1 year children's nursing programme. Focus group interviews at the end of the programme and 6 months post-qualification captured the student's perceptions of how they experienced learning to be a children's nurse on this type of programme and subsequently the impact it had had on them on their return to practice.Themes identified by the focus groups centred on the transitions students have to make to this type of learning and the need to let go of previous education expectations. Adapting to the PBL process led to a range of strategies being employed by the group to cope with the new demand, resulting in largely negative perceptions of PBL on programme completion. The second focus group allowed the group time to reflect on their experience and the impact of it on their role and presented a positive balanced view of their experience. This included increased confidence, assertiveness, being more questioning of practice and likely to search for and use evidence to underpin practice than before this PBL programme.This research demonstrates the need to provide more initial preparation at the start of programmes to support the transition to PBL and provide ongoing mechanisms for listening and responding to student concerns about the PBL process. For those considering PBL in the future, blended approaches rather than curricula wholly delivered by PBL may be more suited to shorter programmes of study. However, the overall message from this research indicates that although the students experienced difficulties in the process, the outcome did in fact meet their needs in the longer term.

Critical Thinking and the Use of Nontraditional Instructional Methodologies

“…The results of this study provide further evidence regarding the effectiveness of utilizing CM and PBL to stimulate critical thinking during care plan development. Prior research examining critical thinking, CM, and PBL have reported similar results (Atay & Karabacak, 2012;Huang et al, 2012;Kocaman et al, 2009;Lin et al, 2010;Moattari et al, 2014;Ozturk et al, 2008;Smith & Coleman, 2008;Taylor & Wros, 2007). Although repeated experiences may have contributed to improved care plan development, previous studies evaluating critical thinking using a pretest-posttest design have demonstrated similar fi ndings (Atay & Karabacak, 2012;Wilgis & McConnell, 2008;Yuan et al, 2008).…”

“…Five steps form the basic process of PBL: (a) review the case, (b) analyze actual or potential health issues, (c) identify knowledge gaps, (d) conduct research, and (e) develop an action plan. Prior research that investigated PBL reported increased engagement, self-direction, satisfaction, motivation, and autonomy (Hwang & Kim, 2006;Lin, Lu, Chung, & Yang, 2010;Ozturk, Muslu, & Dicle, 2008;Smith & Coleman, 2008;Tiwari, Lai, So, & Yuen, 2006;Yuan et al, 2008).…”

Nursing faculty and student transition to a context–based learning curriculum

“…This study finding reflects findings about returning RNs who felt their past experiences were not recognized. [48] The Bilingual students shared similar characteristics with the Collaborative students in that they wanted more direction and feedback about their learning. [48] Even though the students received minimal lecture from the tutors, the tutors provided direction to the students in accordance with the CBL philosophy of learning.…”

“…[48] The Bilingual students shared similar characteristics with the Collaborative students in that they wanted more direction and feedback about their learning. [48] Even though the students received minimal lecture from the tutors, the tutors provided direction to the students in accordance with the CBL philosophy of learning. The researcher recommends that at orientation, the philosophy of the CBL curriculum, including the belief that knowledge is socially formed through interaction with peers, is discussed and any possible misconceptions are clarified in order to reduce the anxiety linked with transition to CBL program.…”

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

“…Each module incorporated a hybrid method, with PBL interspersed with didactic sessions (Smith & Coleman 2008). The content of both approaches directly related to the learning outcomes of the module.…”