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Updated: May 25, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Published on: December 9, 2022

Problem based learning in mental health nursing: the students' experience.

Carol Cooper1, Neil Carver

  • 1Department of Mental Health and Learning Disability, University of Sheffield, Sheffield, UK. c.cooper@shu.ac.uk

International Journal of Mental Health Nursing
|February 9, 2012
PubMed
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Problem-based learning (PBL) in mental health nursing education enhances student autonomy and skills. While initial anxieties exist, students gain confidence, though group dynamics require attention for optimal learning outcomes.

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Area of Science:

  • Nursing Education
  • Healthcare Professional Training
  • Pedagogy in Higher Education

Background:

  • Problem-based learning (PBL) is established in healthcare education, but its application and student experiences in mental health nursing are under-explored.
  • Educationalists may hesitate to adopt PBL without evidence of its benefits in mental health curricula.
  • This study addresses the gap by examining student experiences in a UK-based PBL mental health nursing course.

Purpose of the Study:

  • To investigate the experiences of pre-registration postgraduate mental health student nurses undertaking a PBL curriculum.
  • To identify the benefits and challenges associated with PBL in mental health nursing education.
  • To provide evidence to inform the design of mental health nursing curricula.

Main Methods:

  • Qualitative study utilizing focus groups throughout a 2-year PBL course.
  • Data collected through in-depth interviews with student nurses.
  • Constant comparative method applied for data analysis.

Main Results:

  • Students reported predominantly positive experiences, developing key study and interpersonal skills essential for mental health nursing.
  • Initial anxieties regarding PBL were overcome, leading to increased student confidence and autonomy.
  • Valuable input from skilled facilitators was consistently noted, alongside challenges related to group dynamics and interpersonal conflict.

Conclusions:

  • Problem-based learning (PBL) can be an effective pedagogical approach in mental health nursing education, fostering student development.
  • Addressing group dynamics and ensuring facilitator support are crucial for successful PBL implementation.
  • Further research is recommended to explore PBL's role in mental health nursing training.