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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

Graduate nurses' learning trajectories and experiences of problem based learning: a focused ethnography study.

J A Spiers¹, B Williams¹, B Gibson¹

¹Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada.

International Journal of Nursing Studies

|April 3, 2014

Summary

This summary is machine-generated.

Student satisfaction in problem-based learning nursing programs varies due to differing orientations to studying. Understanding these learning approaches is key to improving student experiences and academic outcomes.

Keywords:

Education Orientation to studying Problem-based learning Student satisfaction

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Area of Science:

Nursing Education
Higher Education Pedagogy
Qualitative Research Methods

Background:

Problem-based learning (PBL) is widely used in health professions education to promote active learning.
Effectiveness of PBL is challenging to measure, with a noted disconnect between student satisfaction and academic achievement.
Reasons for the discrepancy between student satisfaction and academic achievement in PBL programs remain unclear.

Purpose of the Study:

To explore the experiences and satisfaction levels of nursing graduates from an undergraduate problem-based learning program.
To identify factors influencing graduate satisfaction within a PBL nursing curriculum.

Main Methods:

Qualitative focused ethnography utilizing semi-structured interviews (individual and group).
Inductive constant comparison for theme and category identification.
Comparative matrix analysis to define specific student experience profiles.

Main Results:

Graduate satisfaction with PBL nursing programs varied significantly.
Two core processes, "understanding" and "valuing" PBL, influenced satisfaction.
Identified experience profiles: "Happy as fish in water" (understood and valued PBL), "I'll do it but I won't like it" (understood but didn't value PBL), and "I just want to be a nurse" (disliked and resisted PBL).

Conclusions:

Differing "orientations to studying" (surface, deep, strategic learning) likely explain varied satisfaction levels in PBL.
These orientations align with identified student experience profiles, explaining adaptation differences in PBL.
Further research is needed to link study orientations to student satisfaction in nursing PBL programs.