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  • Students' evaluation of problem-based learning

    Author(s)
    Cooke, M
    Moyle, K
    Griffith University Author(s)
    Cooke, Marie L.
    Moyle, Kadie
    Year published
    2002
    Metadata
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    Abstract
    This paper examines students' evaluations of the use of problem-based learning over a 4-week period in a 'traditional' discipline-structured nursing degree. A total of 130 Year 2 students experienced the period of problem-based learning and 100 responses to an evaluative questionnaire were received and analyzed. The paper outlines the ways in which students found their learning different - how they perceived themselves differently as students and the relationship of the learning process to their clinical practice. The analysis of the responses found that the problem-based learning approach promoted critical thinking and ...
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    This paper examines students' evaluations of the use of problem-based learning over a 4-week period in a 'traditional' discipline-structured nursing degree. A total of 130 Year 2 students experienced the period of problem-based learning and 100 responses to an evaluative questionnaire were received and analyzed. The paper outlines the ways in which students found their learning different - how they perceived themselves differently as students and the relationship of the learning process to their clinical practice. The analysis of the responses found that the problem-based learning approach promoted critical thinking and problem solving; active participation in the learning process including self-direction, identification of own learning needs, teamwork, creative discussion and learning from peers; and the integration and synthesis of a variety of knowledge. The paper also concludes that this type of learning was realistic, fun and interesting for students. These findings are important for nurse educators, particularly those involved in curriculum or subject design and implementation.
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    Journal Title
    Nurse Education Today: The journal for health care education
    Volume
    22
    Issue
    4
    DOI
    https://doi.org/10.1054/nedt.2001.0713
    Subject
    Nursing
    Curriculum and pedagogy
    Publication URI
    http://hdl.handle.net/10072/6902
    Collection
    • Journal articles

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