Making sense of problem-based learning: the perceptions and experiences of undergraduate nursing students

Authors

  • Francis C. Biley PhD MSc BNurs RMN RGN PGCE FETCert,

    1. Senior Lecturer in Nursing, School of Nursing Studies, University of Wales College of Medicine, Cardiff, Wales, UK,
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  • Keri L. Smith MScEcon BScEcon

    1. Research Officer, School of Nursing Studies, University of Wales College of Medicine, Cardiff, Wales, UK
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Francis Biley School of Nursing Studies, University of Wales College of Medicine, Heath Park, Cardiff CF4 4XN, Wales. E-mail: BILEY@cf.ac.uk

Abstract

Making sense of problem-based learning: the perceptions and experiences of undergraduate nursing students

This paper reports the findings of one stage of an ongoing project to evaluate a problem-based learning (PBL) curriculum. Focusing on the students themselves, the ethnographic study explored how undergraduate nursing students (n=17) managed and made sense of a PBL programme. Fieldwork and ethnographic interviews revealed the students’ perceptions of the purpose of PBL and further issues that were of concern were identified and labelled the uncertainty of functioning without a clearly delineated educational structure, perceptions of knowledge acquisition, understanding of group interactionprocesses, and the role of the facilitator. These findings and the implications that arise as a result are discussed.

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