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dc.contributor.authorCooke, Marieen_US
dc.contributor.authorMoyle, Kadieen_US
dc.contributor.editorProfessor Martin Johnsonen_US
dc.date.accessioned2017-05-03T12:05:54Z
dc.date.available2017-05-03T12:05:54Z
dc.date.issued2002en_US
dc.identifier.issn02606917en_US
dc.identifier.doi10.1054/nedt.2001.0713en_US
dc.identifier.urihttp://hdl.handle.net/10072/6902
dc.description.abstractThis 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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherElsevier Scienceen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofpagefrom330en_US
dc.relation.ispartofpageto339en_US
dc.relation.ispartofissue4en_US
dc.relation.ispartofjournalNurse Education Today: The journal for health care educationen_US
dc.relation.ispartofvolume22en_US
dc.subject.fieldofresearchcode321199en_US
dc.titleStudents' evaluation of problem-based learningen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Health, School of Nursing and Midwiferyen_US
gro.date.issued2015-05-06T21:37:08Z
gro.hasfulltextNo Full Text


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