Problem-based learning in clinical nursing
University of Lethbridge. Faculty of Education
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2002
What benefits would problem-based learning (PBL) in nursing have to the clinical setting and would clinical instructor input aid in the successful implementation in the clinical setting? The purpose of this study was to research the ways in which PBL could assist in the clinical nursing setting by exploring the views of instructors directly affected by this new process in curriculum delivery at the Southern Alberta Collaborative Nursing Education (SACNE) program. Four sessional clinical instructor interviews were conducted, each reflecting the four clinical concentration areas offered by the SACNE program: (1) Medical/surgical (hospital based), (2) Public/home care (community based), (3) Psychiatry (acute and chronic) and (4) Maternity/pediatrics (hospital based). The participants had a minimum of three years of clinical expertise/experience in the selected area. The interviews were both qualitative and quantitative and were conducted over a four-week period. The data analysis was completed by the end of February, 2002. From the four interviews it was evident the clinical instructors had a basic understanding of PBL but were unsure how to implement it into the clinical setting. Each of the four clinical areas presented with obstacles that might inhibit successful implementation of PBL. Several recommendations were suggested that might aid in the successful implementation ofPBL in the clinical setting. They addressed necessary resources, implementation strategies, learning strategies and stakeholder concerns.
vii, 61 leaves ; 29 cm. --
Nursing -- Study and teaching , Clinical medicine -- Study and teaching , Problem-based learning