Problem-based learning in clinical nursing education: integrating theory and practice

Area of Science:

• Nursing Education
• Clinical Training
• Pedagogical Development

Background:

• Swedish nursing education has evolved in length, content, and academic level.
• Pedagogical advancements have not kept pace with changes in the clinical education component.
• A project aimed to enhance integrated learning and the clinical environment in undergraduate nursing programs.

Purpose of the Study:

• To describe nursing students' and preceptors' experiences with problem-based learning (PBL).
• To evaluate a new supervision model within clinical nursing education.
• To assess the impact of PBL and new supervision on integrated learning and critical reflection.

Main Methods:

• Implementation of problem-based learning (PBL).
• Introduction of a new supervision model and support for nursing preceptors.
• Data collection via questionnaires and interviews with 45 students and 30 preceptors.

Main Results:

• The project was positively received by both nursing students and preceptors.
• Supervised reflection was valued, though time constraints for preceptors were noted.
• Limited use of research-based knowledge in clinical teaching was observed.

Conclusions:

• Problem-based learning and enhanced supervision show promise for improving clinical nursing education.
• Facilitating supervised reflection is crucial for student development.
• Further integration of research-based knowledge into clinical practice is needed.