The learning process in problem-based learning among graduate nursing students.
Problem-based learning (PBL) techniques have been applied extensively in nursing teaching recently. What internal transformations students experience during the PBL learning process, and how they do so, however, has seldom been discussed. Since most PBL training uses clinical cases for study, it wou...
| Publicado en: | Journal of Evidence-Based Nursing Vol. 4; no. 1; pp. 51 - 61 |
|---|---|
| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taiwan Nurses Association
Mar2008
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105909548&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105909548 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 18142869 3BAW jtl: Journal of Evidence-Based Nursing issn: 18142869 maglogo: N pubinfo: dt: Mar2008 vid: 4 iid: 1 pid: 12979 pub: Taiwan Nurses Association place: , <Blank> artinfo: ui: 105909548 105909548 2009879256 105909548 ppf: 51 ppct: 10 formats: tig: atl: The learning process in problem-based learning among graduate nursing students. aug: au: Kao C Shiau S Chiang H Li JH affil: Department of Nursing, Taipei Hospital, Department of Health, Executive Yuan sug: subj: Problem-Based Learning Evaluation Students, Nursing, Graduate Conceptual Framework Peer Group Phenomenological Research Purposive Sample Self Concept Human ab: Problem-based learning (PBL) techniques have been applied extensively in nursing teaching recently. What internal transformations students experience during the PBL learning process, and how they do so, however, has seldom been discussed. Since most PBL training uses clinical cases for study, it would be interesting to investigate the influence of PBL on nursing graduate students, most of whom are experienced care workers. The purpose of this study, therefore, was to explore the transformational process experienced by graduate nurse students in the form of self-growth during PBL. This study used the phenomenological approach. The participants in the PBL were first-year graduate students of the nursing department at XX University who had problem-based learning experience. Purposive sampling was adopted and data were collected by semi-structured interviews. Participants' descriptions and non-verbal behaviors were identified, recorded and analyzed in accordance with Colaizzi's phenomenological qualitative analysis method (1976). The result showed the transformation experienced by the participants in relation to discovery of personal capabilities in two different dimensions: self identity transform process and fostering peer relationships. The former consisted of the stages of imprisonment, confusion, awakening and excellence. The latter consisted of the stages of contemplation, conflict, empathy and accordance. The results demonstrate that PBL may help graduate students to improve their self-awareness in relation to problem-solving capability and peer-interaction, and to reach consensus on learning problems, making PBL truly valuable and meaningful. This study might serve as an important reference regarding learning and teaching practice in PBL in the future. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: Chinese refInfo: holdings: @attributes: islocal: N |
|---|