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Humor as a facilitative style in problem-based learning environments for nursing students.
Seanna Chauvet1, Anne Hofmeyer
1Faculty of Nursing, 3rd Floor Clinical Sciences Building, University of Alberta, Edmonton, Canada T6G 2G3.
Nurse Education Today
|July 15, 2006
Summary
Humor can enhance nursing education by improving group dynamics and learning in problem-based learning (PBL) settings. This study explores strategies for integrating humor to support student coping and communication skills.
Area of Science:
- Nursing Education
- Medical Communication
- Pedagogy
Background:
- The role of humor in learning is acknowledged in nursing and education literature.
- Limited evidence exists on humor's impact and challenges in nursing student problem-based learning (PBL).
- There is a need to explore humor as a facilitative communication style in PBL.
Purpose of the Study:
- To explore the use of humor as a communication style in nursing student PBL environments.
- To propose strategies for integrating humor into PBL classrooms and supporting tutors.
- To examine humor's contribution to evidence-based nursing education and lifelong learning.
Main Methods:
- Exploration of humor as a communication style within PBL classroom examples.
- Proposal of strategies for PBL tutors and classroom integration.
- Discussion of humor's role in stress moderation and coping strategy development.
Main Results:
- Humor can be integrated through group ground rules, appropriate boundaries, and mutual story sharing.
- Creative activities can help moderate stress and build coping mechanisms.
- Findings suggest humor can foster essential life-long learning and communication skills.
Conclusions:
- Humor is a valuable, yet under-explored, facilitative communication style in nursing PBL.
- Implementing humor strategies can enhance student learning, coping, and communication.
- Further research is timely to inform evidence-based nursing pedagogy and practice.