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Solving the problem of life-long learning. Part 2

K Murrell1, S Easton, G Thomsett

  • 1Thames Valley University.

Nursing Standard (Royal College of Nursing (Great Britain) : 1987)
|January 31, 1998
PubMed
Summary

This study details the implementation of problem-based learning in post-registration nursing courses. It highlights the positive impact of this educational approach on the professional development of nursing students.

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Area of Science:

  • Nursing Education
  • Professional Development
  • Pedagogical Strategies

Background:

  • Post-registration nursing education requires effective pedagogical approaches.
  • Problem-based learning (PBL) has been proposed as a suitable method for clinical nursing courses.
  • Previous work established the theoretical case for PBL in this context.

Purpose of the Study:

  • To describe the practical implementation of problem-based learning in a clinical nursing setting.
  • To evaluate the impact of PBL on the professional development of participating nurses.
  • To provide insights into adapting PBL for advanced nursing education.

Main Methods:

  • Implementation of a PBL curriculum in post-registration clinical nursing courses.
  • Qualitative and quantitative assessment of the learning experience.
  • Monitoring of participant engagement and skill acquisition.

Main Results:

  • Successful integration of problem-based learning within the clinical nursing course.
  • Demonstrated positive effects on the professional development of course participants.
  • Identification of key facilitators and barriers to PBL implementation in nursing.

Conclusions:

  • Problem-based learning is a viable and effective strategy for post-registration nursing education.
  • PBL significantly contributes to the professional growth and development of nurses.
  • The findings support the broader adoption of innovative teaching methods in clinical nursing.

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