Role-playing in the problem-based learning class.
Learning and teaching have been conceptualized and executed in many styles, such as self-learning, peer learning, and interaction between the learner and mentor. Today, openness to alternative ideas and embracing innovative approaches in nursing education are encouraged in order to meet students' le...
| Publicado en: | Nurse Education in Practice Vol. 12; no. 1; pp. 21 - 28 |
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| Autor principal: | |
| Formato: | Journal Article |
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Elsevier B.V.
Jan2012
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| 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=108152472&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 108152472 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14715953 NZT jtl: Nurse Education in Practice issn: 14715953 maglogo: N pubinfo: dt: Jan2012 vid: 12 iid: 1 pid: 82545 pub: Elsevier B.V. place: Philadelphia, Pennsylvania artinfo: ui: 108152472 2011437632 NLM21601528 108152472 ppf: 21 ppct: 7 formats: tig: atl: Role-playing in the problem-based learning class. aug: au: Chan ZC affil: School of Nursing, The Hong Kong Polytechnic University, Hong Kong. hszchan@inet.polyu.edu.hk sug: subj: Education, Nursing Problem-Based Learning Role Playing Creativeness Critical Thinking Teaching Methods Vignettes ab: Learning and teaching have been conceptualized and executed in many styles, such as self-learning, peer learning, and interaction between the learner and mentor. Today, openness to alternative ideas and embracing innovative approaches in nursing education are encouraged in order to meet students' learning interests and needs, and to address ever-changing healthcare requests. Problem-based learning has been widely adopted in nursing education, with various positive effects on students' learning, such as motivated learning, team work, problem-solving skills and critical thinking. Role-plays have been demonstrated as an effective learning strategy that includes an active and experiential feature that facilitates students' autonomy in their health-related learning. However, there is a lack of discussion of whether and how role-play can be used in problem-based learning (PBL). This paper shows the development of a classroom-based innovation using role-play in the PBL class for higher diploma year-one nurse students (a total of 20 students, five per group). This paper consists of five sections: a) the literature on PBL and nurse education, and role-plays as the innovation; b) the PBL case scenario with the illustration of the two role-play scripts, c) student evaluation on role-play in the PBL class; d) discussions on both achievements and limitations of this innovation, and e) the conclusion. It is hoped that this paper will be an example to other nurse educators who are keen on exploring interactive and student-driven learning and teaching strategies in the PBL class. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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