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Students' evaluation of problem-based learning.

Marie Cooke1, Kadie Moyle

  • 1School of Nursing, Griffith University, Nathan, QLD 4111, Australia. M.Cooke@mailbox.gu.edu.au

Nurse Education Today
|May 29, 2002
PubMed
Summary
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Problem-based learning (PBL) in nursing education enhanced critical thinking and active participation. Students found PBL realistic, fun, and beneficial for integrating knowledge and improving clinical practice relevance.

Area of Science:

  • Nursing Education
  • Pedagogy

Background:

  • Traditional nursing degrees often use discipline-specific structures.
  • Evaluating innovative teaching methods is crucial for modernizing nursing curricula.

Purpose of the Study:

  • To evaluate nursing students' perceptions of problem-based learning (PBL).
  • To assess the impact of PBL on critical thinking, self-direction, and clinical practice integration.

Main Methods:

  • A 4-week problem-based learning module was implemented in a traditional nursing degree program.
  • 130 Year 2 nursing students participated, with 100 completing an evaluative questionnaire.

Main Results:

  • Problem-based learning fostered critical thinking, problem-solving, and active learning.

Related Experiment Videos

  • Students reported increased self-direction, teamwork, and peer learning.
  • PBL facilitated knowledge integration and synthesis, enhancing relevance to clinical practice.

    • Conclusions:

    • Problem-based learning is an effective pedagogical approach for nursing education.
    • PBL promotes a more engaging, realistic, and student-centered learning experience.
    • Findings support the integration of PBL in nursing curriculum design and implementation.