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Problem‐based learning in nurse education: an Australian view
Author(s) -
Creedy Debra,
Horsfall Jan,
Hand Brian
Publication year - 1992
Publication title -
journal of advanced nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.948
H-Index - 155
eISSN - 1365-2648
pISSN - 0309-2402
DOI - 10.1111/j.1365-2648.1992.tb01971.x
Subject(s) - popularity , negotiation , problem based learning , conceptual change , constructivist teaching methods , nurse education , teaching method , nurse educator , point (geometry) , teaching philosophy , pedagogy , psychology , nursing , medicine , mathematics education , medical education , sociology , social psychology , social science , geometry , mathematics
This paper addresses the need to adopt teaching‐learning approaches in nursing education that develop links between theory and clinical practice in a meaningful way Problem‐based learning (PBL) is such an approach and is gaining popularity in tertiary nursing programmes in Australia PBL, as an example of the constructivist philosophy, focuses on students’ existing knowledge as a starting point for conceptual change teaching The implications for the nurse educator's role when using PBL are discussed in terms of assumptions about the nature of teaching and learning, conceptual change teaching, ability to focus, the role of negotiation, and the ability to analyse student learning These factors are seen to be critical components of the pedagogy necessary for nurse educators to utilize PBL approaches effectively