1. Students’ and graduates’ perceptions on problem-based learning in nursing undergraduate education.
- Author
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Sales Rodrigues, Paula, Sanches Marin, Maria José, Pereira Souza, Aline, da Silva Vernasque, Juliana Ribeiro, Martins Grandin, Gabriela, Vieira de Almeida, Karina Roberta, and Rocha de Oliveira, Carolina Saab
- Subjects
NURSING education ,PROBLEM-based learning ,INTERPERSONAL communication ,INTERPERSONAL relations ,ACTIVE learning ,NURSING informatics - Abstract
This study aimed to analyze students’ and graduates’ perceptions regarding the use of Problem-Based Learning (PBL) in nurse education. This is a qualitative study that employs the comprehensive and interpretative approach proposed by Dialectical Hermeneutics. Four focus groups were conducted with the participation of 17 students and 16 graduates from a higher education institution that implements PBL in nurse education. The analysis of results allowed for the identification of five thematic categories: difficulty in adapting to the method; attainment of autonomy in one’s own learning; encouragement of clinical reasoning development; enhancement of communication and interpersonal relationships; and integration between theory and practice. It is evident that the use of PBL promotes alignment with the propositions of curriculum guidelines for nurse education by fostering the development of skills and competencies such as autonomy, communication, interpersonal relationships, and clinical reasoning through comprehensive and contextualized practices. However, students encounter challenges with the changes observed when introduced to PBL, which are overcome during the implementation process. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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