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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Related Experiment Video

Updated: Jun 13, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

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

Published on: December 9, 2022

Health science education: reviewing a framework for problem-based learning.

V Wallace McCarlie1, Daniel L Orr

  • 1Oral Health Research Institute, School of Dentistry, Indiana University, 1121 W. Michigan Street, Room 266, Indianapolis, IN 46202-5186, USA. vwmccarl@iupui.edu

Journal of Dental Education
|May 6, 2010
PubMed
Summary
This summary is machine-generated.

Problem-based learning (PBL) has historical roots in health science education, predating its current use. This pedagogical approach, emphasizing critical thinking over memorization, has theoretical underpinnings over a century old.

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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10:26

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

Published on: September 11, 2021

Area of Science:

  • Health professions education
  • Pedagogical theory
  • Dental education

Background:

  • Problem-based learning (PBL) is a widely adopted pedagogical approach in contemporary education.
  • The theoretical foundations and historical context of PBL have not been extensively explored.
  • Health science education, particularly dental education, underwent significant shifts in the early 20th century.

Purpose of the Study:

  • To elucidate the theoretical framework and underlying assumptions of problem-based learning (PBL).
  • To situate the principles of PBL within the historical evolution of health science education.
  • To examine the transition from lecture-based curricula to critical thinking-focused approaches in dental education.

Main Methods:

  • Historical analysis of pedagogical approaches in health science education.
  • Tracing the intellectual lineage of PBL principles, including constructivist thought.
  • Examination of the contributions of key thinkers in shaping educational paradigms.

Main Results:

  • The core principles of PBL have existed for over a century, originating in academic fields beyond dentistry.
  • The shift towards critical thinking in dental education aimed to move beyond rote memorization and apprentice models.
  • Many educational challenges from a century ago persist despite technological advancements.

Conclusions:

  • Problem-based learning (PBL) is supported by a long-standing theoretical framework rooted in constructivist ideas.
  • PBL offers a valuable environment for enhancing dental students' critical thinking skills.
  • While not the sole method, PBL provides a structured approach to developing essential cognitive abilities in health professions students.