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Educating educators in problem-based learning.

M Drummond-Young1

  • 1Institute for Nurse Educators, School of Nursing, McMaster University, Hamilton, Ontario.

The Canadian Nurse
|February 20, 1999
PubMed
Summary

Problem-based learning (PBL) is increasingly recognized by nursing faculties for enhancing student competence and teamwork. McMaster University offers professional development for educators transitioning to PBL curriculum design.

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Area of Science:

  • Nursing Education
  • Pedagogy

Background:

  • Problem-based learning (PBL) is gaining global recognition in nursing education.
  • There is a growing belief that PBL improves students' knowledge, skills, and attitudes.
  • PBL is thought to enhance healthcare team collaboration and effectiveness.

Purpose of the Study:

  • To highlight the benefits of problem-based learning in nursing education.
  • To introduce the professional development program at McMaster University's Institute for Nurse Educators.
  • To support nurse educators in transitioning from traditional teaching to PBL curriculum development.

Main Methods:

  • The abstract describes the growing adoption and belief in PBL's efficacy.
  • It mentions McMaster University's extensive experience with PBL.
  • It details a professional development program for nurse educators.

Main Results:

  • Nursing faculties worldwide perceive PBL as beneficial for student development.
  • McMaster University's Institute for Nurse Educators provides training for PBL curriculum implementation.
  • The program facilitates the shift from traditional methods to PBL.

Conclusions:

  • Problem-based learning is a valuable pedagogical approach in nursing.
  • Nurse educators can be trained to effectively implement PBL curricula.
  • This transition can lead to more competent and collaborative healthcare professionals.

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