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Inquiry in uncertainty-nursing students' learning experience in challenge-based learning: A qualitative study.

Xiaolin Feng1, Xiangmeng Wang2, Yi Huo1

  • 1School of Nursing, Hunan university of Chinese medicine, No. 300, Bachelor Road, Hanpu Science and Education Park, Yuelu District, Changsha City 410208, Hunan Province, China.

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Challenge-based learning helps nursing students build knowledge systems and develop inquiry skills in complex situations. This approach enhances problem-solving abilities and prepares them for real-world nursing challenges.

Keywords:
Competency-based educationEducation, nursingProfessional practice

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Area of Science:

  • Nursing Education
  • Pedagogy
  • Health Professions Education

Background:

  • Nursing students often lack preparedness for complex issues.
  • Challenge-based learning (CBL) offers a student-centered approach using practice scenarios.
  • Further exploration of CBL in nursing practice education is needed.

Purpose of the Study:

  • To explore nursing students' learning experiences with CBL.
  • To understand how CBL enhances specific learning abilities.
  • To identify the mechanisms through which CBL improves nursing education.

Main Methods:

  • Hermeneutic phenomenological design.
  • Semi-structured interviews and thematic analysis.
  • A nursing skills competition utilizing CBL principles in Hunan, China.

Main Results:

  • Theme 1: Constructing knowledge systems in complex scenarios (knowledge linkage, differentiation, error correction, problem identification).
  • Theme 2: Inquiry in uncertainty (exploration of principles, flexible thinking, independent thought).
  • Two overarching themes and seven sub-themes were identified.

Conclusions:

  • Challenging learning situations foster knowledge construction and inquiry.
  • Mechanisms identified can optimize instructional design and continuous learning.
  • This approach prepares students to tackle complex issues in a dynamic global context.