Problem-based learning in clinical nursing
Loading...
Date
2002
Authors
Gatzky, Karen
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2002
Abstract
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.
Description
vii, 61 leaves ; 29 cm. --
Keywords
Nursing -- Study and teaching , Clinical medicine -- Study and teaching , Problem-based learning