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The first year of a problem-based learning curriculum.

Karen Ousey1

  • 1School of Nursing, University of Salford, Manchester. k.ousey@salford.ac.uk

Nursing Standard (Royal College of Nursing (Great Britain) : 1987)
|March 7, 2003
PubMed
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This study evaluates the initial year of a problem-based learning nursing curriculum. It details curriculum structure and operational aspects, focusing on the adult nursing program evaluation.

Area of Science:

  • Nursing Education
  • Problem-Based Learning
  • Curriculum Development

Background:

  • The University of Salford's School of Nursing implemented a new problem-based learning (PBL) curriculum for its diploma program.
  • The curriculum covers the first 12 months, known as the common foundation programme.
  • This article focuses on the adult branch of the nursing diploma.

Purpose of the Study:

  • To examine the first year of the PBL curriculum in the adult nursing diploma program.
  • To provide an overview of the curriculum structure and operational issues across all three nursing branches.
  • To present an evaluation of the adult branch program's initial implementation.

Main Methods:

  • Descriptive analysis of the PBL curriculum structure.

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  • Review of operational issues encountered during the first year.
  • Evaluation of the adult branch program based on initial implementation data.

    • Main Results:

    • The article provides a detailed overview of the PBL curriculum's first year.
    • Operational challenges and successes within the adult branch are discussed.
    • The evaluation offers insights into the effectiveness of the PBL approach in this context.

    Conclusions:

    • The first year of the PBL curriculum established a foundation for nursing education.
    • The adult branch program evaluation highlights key areas for future development.
    • Findings inform the ongoing refinement of nursing curricula utilizing problem-based learning.