Problem based learning in the clinical setting - A systematic review

Williams, S..M. and Beattie, H..J. (2008) Problem based learning in the clinical setting - A systematic review. Nurse Education Today, 28 2: 146-154.


Author Williams, S..M.
Beattie, H..J.
Title Problem based learning in the clinical setting - A systematic review
Journal name Nurse Education Today   Check publisher's open access policy
ISSN 0260-6917
Publication date 2008
Year available 2007
Sub-type Critical review of research, literature review, critical commentary
DOI 10.1016/j.nedt.2007.03.007
Volume 28
Issue 2
Start page 146
End page 154
Total pages 9
Editor M. Johnson
S. Maslin-Prothero
M. Cook
W. Hall
J. Tyldsley
Place of publication London, U.K.
Publisher Elsevier
Collection year 2008
Language eng
Subject C1
321199 Nursing not elsewhere classified
330299 Curriculum Studies not elsewhere classified
740401 Vocational education and training
730199 Clinical health not specific to particular organs, diseases and conditions
Formatted abstract Problem based learning (PBL) is widely utilised as a curricula modality within the health professions and extensive literature exists to support its application. Recently nurse educators have embarked on the PBL journey as a method of contextualizing theory into practice in the classroom and clinical setting. The University of Queensland, in partnership with key health care providers, introduced an innovative undergraduate nursing curriculum in 2004. The curriculum incorporates problem based learning, clinical skills sessions, lectures and clinical practice as part of an intense weekly program from first year onwards. The program facilitates integration of evidence based theoretical and clinical knowledge driven by the PBL philosophy.

However, in reality is PBL utilised by clinicians as a method of clinical teaching in undergraduate health professional programs? A systematic review of the literature was undertaken to answer this question revealing a paucity of evidence supporting or confirming the application of PBL in the clinical setting. The findings of this review highlight the current gaps in the PBL literature, supporting further research into the role of PBL as a teaching strategy for undergraduate nurses in the clinical practice setting.

Keyword Problem based learning
Clinician
Clinical setting and student
Q-Index Code C1
Q-Index Status Confirmed Code

Document type: Journal Article
Sub-type: Critical review of research, literature review, critical commentary
Collections: 2008 Higher Education Research Data Collection
School of Nursing and Midwifery Publications
 
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Created: Sat, 10 May 2008, 14:09:39 EST by Allison Peacock on behalf of School of Nursing and Midwifery