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Problem-based learning for nursing: integrating lessons from other disciplines with nursing experiences.

C M Baker1

  • 1Indiana University School of Nursing, Indianapolis 46202-5107, USA.

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing
|October 18, 2000
PubMed
Summary

Problem-based learning (PBL) enhances clinical reasoning and lifelong learning in health professions education. This review examines PBL

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Area of Science:

  • Medical Education
  • Health Professions Education

Background:

  • Problem-based learning (PBL) is a widely adopted educational philosophy and teaching method.
  • It has been implemented in over 100 medical schools in the United States and globally over the past 30 years.

Purpose of the Study:

  • To review the international literature on Problem-based learning (PBL) in health professions education.
  • To focus on PBL's history, characteristics, implementation, and outcomes.

Main Methods:

  • Review of international PBL literature.
  • Analysis of meta-analytic studies on PBL assessment.
  • Examination of PBL's potential in nursing education.

Main Results:

  • PBL structures knowledge in clinical contexts, improving motivation and self-directed learning.

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  • Data-based outcomes from meta-analyses of assessment are discussed.
  • Key implementation challenges include faculty adoption and transitioning from teaching to learning.

    • Conclusions:

    • Problem-based learning (PBL) is a significant paradigm in health professions education with proven benefits.
    • Further examination of PBL's effectiveness and implementation strategies is warranted, particularly for nursing education.