Problem-based learning in Guyana: a nursing education experiment

Area of Science:

• Nursing Education
• Pedagogy
• Curriculum Development

Background:

• Traditional nursing education in Guyana relies on lectures and outdated texts.
• Previous methods led to dissatisfaction with student knowledge retention and critical thinking.
• Advocacy for change led to the introduction of a problem-based learning (PBL) approach.

Purpose of the Study:

• To introduce and evaluate a new problem-based learning (PBL) curriculum for first-year diploma nursing students in Guyana.
• To shift from traditional didactic teaching to a more student-centered, active learning model.
• To assess the effectiveness of PBL in enhancing nursing students' learning outcomes.

Main Methods:

• Implementation of a PBL curriculum where problems serve as a catalyst for identifying learning needs.
• Students engaged in small group work to analyze problems, synthesize information, and identify learning issues.
• Utilized group discussions, hypothesis generation, and exploration of prior knowledge.

Main Results:

• Students demonstrated immediate success as active, self-directed learners with minimal support.
• Evaluation included syllabus-based assessments (homework/exams) and qualitative feedback.
• Identified specific positive and negative factors influencing the learning process.

Conclusions:

• First-year nursing students can effectively thrive in a self-directed, small group learning environment.
• The PBL approach shows promise in improving nursing education in Guyana.
• The study highlights the adaptability and success of students in a novel educational framework.