Nurse faculty experiences in problem-based learning: an interpretive phenomenologic analysis.

Area of Science:

• Nursing Education
• Pedagogical Methods
• Faculty Development

Background:

• Problem-based learning (PBL) necessitates a fundamental change in faculty's approach to teaching and student interaction.
• The transition to PBL requires a reevaluation of traditional pedagogical paradigms.

Purpose of the Study:

• To explore the lived experiences of nurse faculty participating in a problem-based learning (PBL) faculty development program.
• To understand the challenges and transformations faculty undergo when adopting PBL.

Main Methods:

• Interpretive phenomenological analysis (IPA) was employed to gain in-depth understanding of faculty experiences.
• Qualitative research methods were used to explore the subjective nature of faculty engagement with PBL.

Main Results:

• Faculty reported a shift in their perception of the teacher-student relationship.
• Key themes included the struggle to relinquish traditional teaching methods, feelings of uncertainty, and the recognition of PBL as a valuable developmental process.

Conclusions:

• Mismatched beliefs and actions can lead to epistemic doubt when adopting PBL.
• Ongoing administrative support and dedicated time are crucial for faculty to reconcile their epistemological beliefs with PBL pedagogy.