Challenges Regarding Transition from Case-Based Learning to Problem-Based Learning: A Qualitative Study with Student Nurses.
Background: The transition from case-based learning to problem-based learning can be challenging and may have negative effects on the academic, psychological, emotional, or social well-being of student nurses. As a result, this exposes student nurses to high failure rates, anxiety disorders, a loss...
| Publicado en: | Nursing Reports Vol. 13; no. 1; pp. 389 - 404 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
MDPI
Mar2023
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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=162786450&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 162786450 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2039439X EGNT jtl: Nursing Reports issn: 2039439X maglogo: N pubinfo: dt: Mar2023 vid: 13 iid: 1 pid: 97109 pub: MDPI artinfo: ui: 162786450 162786450 162786450 10.3390/nursrep13010036 162786450 ppf: 389 ppct: 15 formats: fmt: @attributes: type: P tig: atl: Challenges Regarding Transition from Case-Based Learning to Problem-Based Learning: A Qualitative Study with Student Nurses. aug: au: Phage, Ramoipei J. Molato, Boitumelo J. Matsipane, Molekodi J. affil: NuMIQ Research Focus Area, School of Nursing, Faculty of Health Sciences, North-West University, Ngaka Modiri Molema 2735, South Africa sug: subj: Learning Methods Case Studies Utilization Problem-Based Learning Students, Nursing Psychosocial Factors Academic Performance Psychological Well-Being Emotions Human Qualitative Studies Exploratory Research Descriptive Research Purposive Sample Nonprobability Sample Focus Groups Thematic Analysis Workload Semi-Structured Interview Open-Ended Questionnaires Male Female Male Female ab: Background: The transition from case-based learning to problem-based learning can be challenging and may have negative effects on the academic, psychological, emotional, or social well-being of student nurses. As a result, this exposes student nurses to high failure rates, anxiety disorders, a loss of uniqueness, and fear of the unknown. However, student nurses employ different strategies aimed at overcoming challenges faced during this transition period. Methods: An exploratory, and descriptive research approach was used. A purposive non-probability sampling technique was used to select participants. Focus group discussions via Zoom video communication were used to collect data, which were analysed using Braun and Clarke's six steps of thematic analysis. Results: The following three themes emerged: challenges regarding facilitation, challenges regarding assessment, and strategies to overcome challenges. Conclusions: The study established that student nurses are faced with different challenges during the transition from one teaching strategy to another. Student nurses suggested strategies that could be used to overcome these challenges. However, these strategies are not enough and therefore more needs to be done to support and empower student nurses. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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