Students' and graduates' perceptions on problem-based learning in nursing undergraduate education

Area of Science:

• Nursing Education
• Pedagogy
• Qualitative Research

Background:

• Problem-Based Learning (PBL) is increasingly adopted in higher education.
• Evaluating student and graduate perceptions of PBL is crucial for curriculum development.
• Nurse education requires fostering critical thinking and practical skills.

Purpose of the Study:

• To analyze student and graduate perceptions of Problem-Based Learning (PBL) in nursing education.
• To identify the benefits and challenges associated with PBL implementation.
• To assess PBL's alignment with nursing curriculum guidelines.

Main Methods:

• Qualitative study utilizing a Dialectical Hermeneutics approach.
• Conducted four focus groups with 17 students and 16 graduates.
• Thematic analysis of participant experiences with PBL.

Main Results:

• Students reported initial difficulties adapting to PBL but achieved greater autonomy.
• PBL was perceived to enhance clinical reasoning, communication, and interpersonal skills.
• Participants recognized PBL's effectiveness in integrating theory with practical nursing experience.

Conclusions:

• Problem-Based Learning effectively promotes essential skills for nurse education, including autonomy and clinical reasoning.
• PBL aligns with curriculum guidelines by fostering comprehensive and contextualized learning experiences.
• While initial adaptation challenges exist, students ultimately benefit from the PBL approach in nursing.