Students' evaluation of problem-based learning.

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 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.