Journal article
Problem-based learning in nurse education: an Australian view
Journal of advanced nursing, Vol.17(6), pp.727-733
Accepted for publication 28 October 1991
06/1992
DOI: 10.1111/j.1365-2648.1992.tb01971.x
PMID: 1607506
Abstract
This paper addresses the need to adopt teaching‐learning approaches in nursing education that develop links between theory and clinical practice in a meaningful way Problem‐based learning (PBL) is such an approach and is gaining popularity in tertiary nursing programmes in Australia PBL, as an example of the constructivist philosophy, focuses on students’ existing knowledge as a starting point for conceptual change teaching The implications for the nurse educator's role when using PBL are discussed in terms of assumptions about the nature of teaching and learning, conceptual change teaching, ability to focus, the role of negotiation, and the ability to analyse student learning These factors are seen to be critical components of the pedagogy necessary for nurse educators to utilize PBL approaches effectively Copyright © 1992, Wiley Blackwell. All rights reserved
Details
- Title: Subtitle
- Problem-based learning in nurse education: an Australian view
- Creators
- Debra Creedy - La Trobe UniversityJan Horsfall - La Trobe UniversityBrian Hand - La Trobe University
- Resource Type
- Journal article
- Publication Details
- Journal of advanced nursing, Vol.17(6), pp.727-733
- Edition
- Accepted for publication 28 October 1991
- Publisher
- Blackwell Publishing Ltd
- DOI
- 10.1111/j.1365-2648.1992.tb01971.x
- PMID
- 1607506
- ISSN
- 0309-2402
- eISSN
- 1365-2648
- Number of pages
- 7
- Language
- English
- Date published
- 06/1992
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371266502771
Metrics
6 Record Views