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Using problem-based learning to teach health policy at the DNP level.

Arlene N Hayne1, Sharron P Schlosser

  • 1Author Affiliation: Professors, Ida V. Moffett School of Nursing, Samford University, Birmingham, Alabama.

Nurse Educator
|April 19, 2014
PubMed
Summary

This study explores problem-based learning in Doctor of Nursing Practice (DNP) health policy education. It equips graduate nurses with skills to analyze health policies for better patient care.

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Area of Science:

  • Nursing Education
  • Health Policy Analysis
  • Evidence-Based Practice

Background:

  • Graduate nurses require skills in health policy to ensure safe, patient-centered care.
  • Understanding roles as policy advocates, developers, implementers, and evaluators is crucial.

Purpose of the Study:

  • To describe problem-based learning (PBL) as a method for Doctor of Nursing Practice (DNP) health policy education.
  • To enhance graduate nurses' ability to analyze health policies.

Main Methods:

  • Students engage in PBL by selecting a health problem and related policy.
  • Utilizes evidence-based practice, scholarly writing, and health services research for analysis.

Main Results:

  • Students analyze health policies for efficiency, effectiveness, and equity.
  • PBL approach fosters critical evaluation skills in health policy.

Conclusions:

  • Problem-based learning is an effective strategy for DNP health policy education.
  • This method prepares nurses to critically assess and influence health policies impacting patient care.