Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Search research articles

Related Experiment Video

Updated: Jun 27, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Using problem-based learning in a large classroom.

Pamela J Pastirik¹

¹Department of Nursing, University of New Brunswick, Saint John Campus, P.O. Box 5050, Saint John, NB, Canada E2L 4L5.

Nurse Education in Practice

|December 2, 2008

Summary

This summary is machine-generated.

Related Concept Videos

Cognitive Learning

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...

Method of Sections: Problem Solving II

Method of Sections: Problem Solving II

Consider an arbitrary truss structure composed of diagonal, vertical, and horizontal members fixed to the wall. To calculate the force acting on members CB, GB, and GH, method of sections can be used. The loads and lengths of the horizontal and vertical members are known parameters, as shown in the figure.

Method of Sections: Problem Solving I

Method of Sections: Problem Solving I

Consider a symmetrical roof truss structure, composed of vertical, diagonal, and horizontal members. The length of each horizontal member is 4 m. The lengths of the vertical members FB and HD are 4 m, while the length of member GC is 6 m. The loads acting at joints F, G, and H are 2 kN, while those at joints A and E are 1 kN.

Machines: Problem Solving II

Machines: Problem Solving II

Machines are complex structures consisting of movable, pin-connected multi-force members that work together to transmit forces. Consider a lifting tong carrying a 100 kg load. It comprises movable sections DAF and CBG linked together with member AB.

Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

Machines: Problem Solving I

Machines: Problem Solving I

A toggle clamp is a mechanical device commonly used for holding and clamping objects in various applications, such as woodworking, metalworking, and assembly operations. Consider a toggle clamp subjected to a force of 200 N at the handle. The vertical clamping force can be calculated, provided the dimensions of the toggle clamp are known.
The toggle clamp system is a machine structure consisting of movable, pin-connected multi-force members that form a stabilized system to transmit forces. The...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Evaluating critical thinking in clinical concept maps: a pilot study.

International journal of nursing education scholarship·2006

Same journal

Transparency, trust, and professional accountability: The case for generative AI disclosure in nursing education.

Nurse education in practice·2026

Same journal

Nursing's power problem. Why are so many journal editors, experts in nursing and leaders of nursing male? Is there a nursing gender problem hiding in plain sight?

Nurse education in practice·2026

Same journal

Bachelor's thesis supervision in undergraduate nursing education in the European Higher Education Area: A scoping review of organizational structures, supervisory practices, evidence on effectiveness, and resource use.

Nurse education in practice·2026

Same journal

A structured pipeline for building nursing research capacity through experiential and mentored research engagement.

Nurse education in practice·2026

Same journal

Contextualizing the digital competence framework for nursing education: Findings from a Delphi.

Nurse education in practice·2026

Same journal

Negative emotional experiences of nursing students during clinical practice: A meta-synthesis of qualitative studies.

Nurse education in practice·2026

See all related articles

Problem-based learning (PBL) in large nursing classes presents challenges but offers insights for educators. This study explores PBL effectiveness in a large group setting, highlighting strengths and weaknesses for future implementation.

Area of Science:

Nursing Education
Pedagogy

Background:

Problem-based learning (PBL) is an alternative to traditional teacher-centered methods in nursing education.
Implementing PBL in conventional curricula faces challenges, including the need for additional faculty tutors to manage small group dynamics.
Limited research exists on the effectiveness of teaching PBL in large nursing education settings.

Purpose of the Study:

To describe the process and outcomes of implementing PBL in a second-year Baccalaureate nursing course.
To evaluate the effectiveness of PBL in a large group setting with a single faculty tutor.
To identify the strengths and challenges of using PBL in large-group, blended learning environments.

Main Methods:

Utilized a problem-based learning approach in a second-year Baccalaureate nursing course.

More Related Videos

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

Related Experiment Videos

Last Updated: Jun 27, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

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

Integrated both classroom and online learning technologies for PBL delivery.

Collected data through a student survey to assess the PBL experience.

Main Results:

Findings highlight specific strengths and challenges associated with using PBL in a large group format.
Student survey results provide valuable feedback on the efficacy and student acceptance of the PBL method.
The study identifies practical implications for faculty managing large-group PBL sessions.

Conclusions:

PBL can be adapted for large nursing classes, but careful planning is needed to address logistical and pedagogical challenges.
The integration of classroom and online technologies can support large-group PBL implementation.
Further research is warranted to optimize PBL strategies for diverse nursing education contexts.