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Problem-based learning in clinical practice: employment and education as development partners
Riitta-Liisa Aäri1, Leena Elomaa, Minna Ylönen
1Turku University of Applied Sciences, Turku, Finland. riitta-liisa.aari@turkuamk.fi
Nurse Education in Practice
|October 25, 2008
Summary
Problem-based learning (PBL) tutorials in nursing education significantly improved students' learning skills and interaction with elderly patients during clinical practice. This approach enhances interest and attitudes toward long-term care nursing.
Area of Science:
- Nursing Education
- Medical Pedagogy
Background:
- Clinical practice is crucial for nursing students' skill development.
- Long-term care settings present unique learning opportunities.
- Problem-based learning (PBL) is an educational approach that can foster critical thinking.
Purpose of the Study:
- To describe nursing students' learning experiences during their first clinical practice period.
- To evaluate the impact of tutorial-based problem-based learning sessions on nursing students.
Main Methods:
- A quasi-experimental design was used with 40 nursing students.
- Students participated in one PBL cycle with two tutorial sessions during a four-week clinical practice.
- Pre- and post-tests using a validated questionnaire assessed learning outcomes.
Main Results:
- Statistically significant improvements were observed in "PBL-learning skills" (p<0.001) and "interaction with old patients" (p<0.001).
- Students showed increased interest and a more positive attitude towards long-term care nursing post-intervention.
Conclusions:
- Tutorial-based problem-based learning integrated into clinical practice is beneficial for nursing students.
- This approach enhances essential skills and attitudes for long-term care.
- Further implementation of PBL tutorials in nursing clinical practice is recommended.
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