Facilitating problem-based learning among undergraduate nursing students: A qualitative systematic review.

Area of Science:

• Nursing Education
• Pedagogy
• Qualitative Research

Background:

• Problem-Based Learning (PBL) is a student-centered pedagogy.
• Understanding student perspectives is crucial for optimizing PBL implementation in nursing.
• Facilitating factors for student success in PBL require synthesis.

Purpose of the Study:

• To identify and synthesize evidence on undergraduate nursing students' perspectives on PBL success factors.
• To provide recommendations for enhancing PBL in nursing education.

Main Methods:

• Qualitative systematic review using meta-aggregative methodology.
• Searched CINAHL, Medline, Embase, Eric, and Teacher Reference Center.
• Analyzed eight selected studies.

Main Results:

• Tutor's role in modeling clinical reasoning and leadership is key.
• Quality of group interactions significantly impacts student success.
• Students develop clinical reasoning and understand PBL's purpose and process.

Conclusions:

• Tutors need training to effectively guide PBL teamwork.
• Students require a supportive introduction to PBL to develop clinical reasoning.
• Future research should explore student strategies and PBL's impact on critical thinking and collaboration.