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Problem-based learning in nurse education: An unexpected problem for students with dyslexia.
Debbie Roberts1, Duncan Mitchell
1University of Salford, School of Nursing, Peel House, Albert Street, Eccles, Manchester, M30 ONN, UK.
Nurse Education in Practice
|December 2, 2008
Summary
Problem-based learning (PBL) in nursing education presents unique challenges for students with dyslexia, impacting their learning process and assessments. This paper offers strategies for facilitators to support these students effectively.
Area of Science:
- Nursing Education
- Educational Psychology
- Special Education
Background:
- Problem-based learning (PBL) is increasingly adopted in nurse education.
- Students with dyslexia may face specific challenges within PBL environments.
- Existing literature often overlooks the learning process difficulties associated with dyslexia in PBL.
Purpose of the Study:
- To examine the difficulties encountered by students with dyslexia in PBL nurse education.
- To identify overlooked challenges in the PBL process for dyslexic learners.
- To propose practical solutions for PBL facilitators.
Main Methods:
- Discussion based on practical experience implementing PBL in a university nursing curriculum.
- Analysis of student challenges related to PBL methodology and written assessments.
- Qualitative insights into the experiences of students with dyslexia.
Main Results:
- Dyslexic students experience difficulties not only with written assessments but also with understanding the PBL process itself.
- These learning process challenges can be significant and easily overlooked.
- Facilitator awareness and targeted support are crucial for mitigating these difficulties.
Conclusions:
- PBL implementation in nursing requires careful consideration of the needs of students with dyslexia.
- Facilitators can play a key role in adapting PBL to be more inclusive.
- Further research and practical strategies are needed to support dyslexic nursing students in PBL settings.
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