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Related Experiment Videos

Meeting the challenge of problem-based learning: developing the facilitators.

A K Johnston1, R S Tinning

  • 1Glasgow Caledonian University, Cowcaddens Road, Glasgow, G4 OBA, UK.

Nurse Education Today
|April 27, 2001
PubMed
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Group reflection enhances problem-based learning (PBL) facilitation skills in nursing education. This approach supports teachers in shifting to student-centered instruction, improving PBL effectiveness.

Area of Science:

  • Nursing Education
  • Pedagogy

Background:

  • Problem-based learning (PBL) is widely used in nursing curricula.
  • Facilitator effectiveness is crucial for successful PBL implementation.
  • Facilitating PBL requires a shift towards student-centered instruction for some educators.

Purpose of the Study:

  • To propose group reflection as a strategy for developing PBL facilitators.
  • To explore how reflective practice can enhance teacher preparation for PBL.

Main Methods:

  • A two-phase group reflective practice strategy is suggested.
  • Phase one: Group establishment and discussion of PBL facilitation.
  • Phase two: Critical analysis of personal facilitation practice for self-knowledge and practice change.

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Main Results:

  • Group reflection is proposed as a more effective staff development method than traditional approaches for PBL facilitators.
  • Sustained practice change is achieved through repeated participation in phase two.
  • Organizational recognition and support are essential for ongoing participation.

Conclusions:

  • Group reflective practice can effectively prepare nursing educators for PBL facilitation.
  • This strategy promotes a shift to student-centered teaching and enhances self-awareness.
  • Ongoing engagement and institutional support are key to sustaining improved facilitation practices.