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Updated: Jul 11, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Problem based learning in the clinical setting--a systematic review.

Suzanne M Williams¹, Heather J Beattie

¹GradCertChildHlth GradCertPaedCrit Care, University of Queensland, Brisbane, Queensland 4101, Australia. suzanne.williams@mater.org.au

Nurse Education Today

|October 9, 2007

Summary

This summary is machine-generated.

Problem-based learning (PBL) is a common teaching method in health professions. However, a review found limited evidence of its use in clinical settings for undergraduate nursing education.

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Last Updated: Jul 11, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

Nursing Education
Health Professions Education
Pedagogy

Background:

Problem-based learning (PBL) is a widely adopted curriculum model in health professions.
Nurse educators are increasingly using PBL to bridge theory and practice.
An innovative undergraduate nursing curriculum integrating PBL was established in 2004.

Purpose of the Study:

To investigate the extent to which problem-based learning is utilized as a clinical teaching method in undergraduate health professional programs.
To identify gaps in the literature regarding PBL's application in clinical settings.

Main Methods:

A systematic review of existing literature was conducted.
The review focused on the application of PBL in clinical teaching for undergraduate health professionals.

Main Results:

A significant paucity of evidence was found to support or confirm the use of PBL in clinical settings.
The literature does not extensively document PBL as a clinical teaching strategy.

Conclusions:

There are notable gaps in the current literature concerning PBL in clinical practice.
Further research is recommended to explore the role and effectiveness of PBL for undergraduate nurses in clinical settings.