Problem based-learning - nurse student and teachers experiences presented in metaphors and analyse by Paul Ricoeurs theory.
The aim ofi this study is to gain knowledge about nurse student and teachers experiences about problem based-learning implemented in a Danish nurse education in the year 2008-2011. The study assumes a phenomenological-hermeneutic approach inspired by Paul Ricoeurs interpretation theory and usingfioc...
| Published in: | Nordic Journal of Nursing Research & Clinical Studies / Vård i Norden Vol. 32; no. 2; pp. 36 - 41 |
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| Format: | abstract research tables/charts Journal Article |
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Sage Publications, Ltd.
2012
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104416077&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104416077 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01074083 Z06 jtl: Nordic Journal of Nursing Research & Clinical Studies / Vård i Norden issn: 01074083 maglogo: Y pubinfo: dt: 2012 vid: 32 iid: 2 pid: 2171 pub: Sage Publications, Ltd. artinfo: ui: 104416077 104416077 2011685171 104416077 ppf: 36 ppct: 5 formats: fmt: @attributes: type: P tig: atl: Problem based-learning - nurse student and teachers experiences presented in metaphors and analyse by Paul Ricoeurs theory. aug: au: Huus, Birgit affil: Department of Nursing. University College Lillebælt, Soldalen 8, DK-7100 Vejle sug: subj: Education, Nursing Faculty Role Problem-Based Learning Denmark Focus Groups Human Metaphor Phenomenological Research Student Satisfaction Evaluation Theory ab: The aim ofi this study is to gain knowledge about nurse student and teachers experiences about problem based-learning implemented in a Danish nurse education in the year 2008-2011. The study assumes a phenomenological-hermeneutic approach inspired by Paul Ricoeurs interpretation theory and usingfiocus group, pair and individual interviews with 11 students and 6 teachers. Findings are described in three metaphors: 'To crack the learning code - dynamic learning', 'Problem based-learning: energy giving - dissatisfied', 'The PBL teacher role: Traditional -fiacilitator '. The study concludes that there are groups ofi students who gain dynamic learning through PBL, but also students who have problems with selfi promoted learning, and that offers especial tension and methodical variation supporting how to crack the learning code about group processes and the individual learning. Students experienced problem-based-learning Joyfiul, energy giving and as a good instrument, but also as a long-winded and discrepancy and some students were dissatisfied in the beginning ofi the education connected with difficulties to understand problem-based-learning and manage own learning. The metaphor about the PBL teacher role illuminate the tension between the problem-based-ideas and traditional learning, as well as how to manage the fiacilitating-learning-role, the organization-structure, and the critical dialog about learning without loosing knowledge in the student learning, but instead bridge the experiences-gap and bee aware ofi the possibilities ofi development in the educational practice pubtype: Academic Journal doctype: abstract research tables/charts Journal Article ougenre: Article language: Danish refInfo: holdings: @attributes: islocal: N |
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