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Promoting, applying, and evaluating problem-based learning in the undergraduate nursing curriculum.

Janet G Alexander1, Gretchen S McDaniel, Mary Sue Baldwin

  • 1Moffett School of Nursing, Samford University, Birmingham, Alabama, USA.

Nursing Education Perspectives
|December 18, 2002
PubMed
Summary

Problem-based learning (PBL) integration in nursing education positively impacted students, exceeding faculty expectations. This approach enhanced learning outcomes in both clinical and non-clinical nursing courses.

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Area of Science:

  • Nursing Education
  • Pedagogy

Background:

  • Problem-based learning (PBL) has gained prominence in nursing education since the 1960s.
  • Samford University received a PEW Charitable Trusts grant in 1998 to implement and evaluate PBL in its undergraduate nursing curriculum over three years.

Purpose of the Study:

  • To promote, apply, and evaluate the effectiveness of problem-based learning (PBL) within an undergraduate nursing curriculum.

Main Methods:

  • Integration of PBL into clinical and non-clinical nursing courses.
  • Faculty actively implemented PBL with enthusiasm.
  • Evaluation of PBL's impact through student assessments and test scores.

Main Results:

  • Problem-based learning (PBL) was successfully integrated across the nursing curriculum.

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  • Evaluations and test scores demonstrated a positive effect on student learning.
  • Educational outcomes surpassed initial faculty expectations.

    • Conclusions:

    • Problem-based learning (PBL) is a valuable pedagogical approach in nursing education.
    • The implementation at Samford University indicates PBL's effectiveness in enhancing student outcomes.