Conference Proceedings - School of Nursing & Midwifery - Trinity ...

School of Nursing & Midwifery, Trinity College Dublin: 8 th Annual Interdisciplinary Research Conference
Transforming Healthcare Through Research, Education & Technology: 7 th – 9 th November 2007
Conference Proceedings
Back to contents page
Student nurse experience of problem-based learning
Valerie Coleman RGN RSCN BSc MA
University of Sheffield
School of Nursing and Midwifery
Winter St
Sheffield S3 7ND
0114 2229735 v.coleman@sheffield.ac.uk
Lynda Smith RGN RSCN BA MA PhD
Sheffield Hallam University
Seconded to University of Sheffield
School of Nursing and Midwifery
Winter St
Sheffield S3 7ND
0114 2229756 l.m.smith@sheffield.ac.uk
Problem-based learning is being adopted in many UK nursing
curricula reflecting the need for engagement in contemporary
educational theory and practice. Extensive research into PBL has
evaluated the impact of the process on student outcomes. In
nursing this research has predominantly been about pre-registration
students undertaking three or four year courses. This study is
different because it focuses on post registration student nurses
undertaking a one year full time PBL course to become registered
children’s nurses.
The aim of this qualitative study was to explore the group’s
experience of PBL using focus group interviews at the end of the
course and six months following completion. This aimed to capture
the student’s perceptions of how they experienced learning to be a
children’s nurse on this type of course and subsequently the impact
of the course following their return to practice.
Data analysis identified themes that centred on the transitions
students have to make to this type of learning and the need to let
go of previous educational expectations. Adapting to the PBL
process led to a range of strategies being employed by the group to
cope with the new demand, resulting in largely negative perceptions
of PBL on course completion. The second focus group allowed the
group time to reflect on their experience and the impact of it on
their role and presented a positive balanced view of their
experience. The group identified that following their new
registration they had increased confidence, assertiveness, were
- 137 -