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Project-based learning in remote teaching for undergraduate nursing students.

Daniela Miori Pascon1, Débora Rodrigues Vaz1, Heloísa Helena Ciqueto Peres1

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Summary

Project-Based Learning (PBL) effectively engaged undergraduate nursing students in emergency remote teaching. This methodology fostered student motivation, autonomy, and health education project development using digital tools.

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Area of Science:

  • Nursing Education
  • Health Professions Education
  • Educational Technology

Background:

  • The COVID-19 pandemic necessitated emergency remote teaching in higher education.
  • Traditional teaching methods faced challenges in maintaining student engagement and practical skill development in a virtual setting.
  • The need for innovative pedagogical approaches in nursing education became critical.

Purpose of the Study:

  • To evaluate the implementation of Project-Based Learning (PBL) for undergraduate nursing students during emergency remote teaching.
  • To assess the effectiveness of PBL in fostering student engagement and skill development in a virtual environment.
  • To explore the role of digital technologies in supporting PBL in nursing education.

Main Methods:

  • The study utilized the Project-Based Learning (PBL) methodology in a remote undergraduate nursing course during 2020.
  • PBL phases included anchoring, driving question, investigation, creation, and presentation of results.
  • Small student-tutor groups and process evaluations were integral to the remote learning experience.

Main Results:

  • Undergraduate nursing students successfully developed health education projects utilizing a virtual learning environment.
  • Digital platforms and tools were effectively integrated to support project development and collaboration.
  • The virtual PBL approach facilitated the creation of practical health education initiatives.

Conclusions:

  • Project-Based Learning, combined with digital technologies, successfully met educational objectives in remote nursing training.
  • The methodology enhanced student motivation and autonomy throughout the emergency remote teaching period.
  • Students developed essential competencies for creating health education projects, crucial for nursing practice.