Problem-based learning for integration of nursing theory and practice

Abstract

Problem-based learning (PBL) was pioneered in medical school in McMaster University, Canada in the late 1960s but has now spread to other disciplines around the world. PBL is a learning-teaching approach in which learners direct their own learning and co-construct knowledge through research and peer dialogues. In this paper, I reflect on my first-time experience of PBL. I have found that through team work, critical reflections, and feedback from peers and the learning facilitator, PBL cultivates a spirit of accountability and collaboration among learners. It prepares learners to tackle problems systematically, encourages multidisciplinary approach to problem solving, and stimulates curiosity. Through team analysis of scenarios and constructive feedback among learners, PBL nurtures the development of collaborative skills; an attribute critical to nursing practice which frequently presents with problems requiring critical analysis and inter-professional dialogues for safe and ethically responsible decisions. I would therefore recommend PBL for nursing education