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The implementation of problem-based learning: changing pedagogy in nurse education
Journal of Advanced Nursing
|October 1, 1994
Summary
Problem-based learning (PBL) in nursing education requires pedagogical shifts. Educator reflection, trial implementation, and support facilitate conceptual change and adoption of student-centered approaches.
Area of Science:
- Nursing Education
- Pedagogical Innovation
- Adult Learning Theory
Background:
- Problem-based learning (PBL) enhances theory-practice integration in nursing.
- Adopting PBL necessitates shifts towards student-centered pedagogical beliefs and practices.
- Nurse educators face challenges in transitioning to new teaching methodologies.
Purpose of the Study:
- To examine the conceptual change processes nurse educators undergo when adopting PBL.
- To identify factors influencing the successful integration of PBL into nursing curricula.
- To explore the experiences of educators participating in a professional development program focused on PBL.
Main Methods:
- A 7-month professional development program on PBL for nurse educators (n=14).
- In-depth qualitative study with three volunteer nurse educators.
- Focus on educators' concerns and observed changes in teaching practices.
Main Results:
- Educators exhibited varying degrees of change in instructional practices post-program.
- Key facilitators of change included reflective practice, trial implementation, and ongoing support.
- Common concerns regarding pedagogical shifts were identified among participants.
Conclusions:
- Structured professional development, emphasizing reflection and support, is crucial for PBL adoption.
- Conceptual change in educators is achievable through guided experiential learning.
- PBL implementation in nursing education can be successfully supported by targeted faculty development.