Problem-based learning the distance learning way: a bridge too far?

Evaluation of the case method in nursing education

The case based learning (CBL) is a problem-based learning which engaging students and presenting them with learning-related and cognitive challenges. The purpose of the study was to elucidate nursing students experiences of the CBL as an educational tool in order to find out if it supports their learning. Qualitative content analysis was used and performed on the statements from nursing students' course evaluations. Students perceived the CBL as an approach combining theory with practice which provides an overview of upcoming profession. Students gain adequate knowledge about patient care in reality and thereby enabling them to obtain a holistic understanding of patients health problems. Reflections related to case seminars widen students perspectives, improve their capacity for cooperation and help them to achieve long-lasting knowledge. This learning method offers nursing students an opportunity to enhance their judgement and critical thinking skills by applying theory in practice. Students gain adequate knowledge about patient care which may benefit patient care due to students acting professionally in their future role.

Nurses' experiences of distance education programmes

AIM

This paper reports on a study exploring the experiences of nurses undertaking distance education (DE) programmes.

BACKGROUND

While DE has many advantages in terms of the flexibility, autonomy and freedom that it affords to learners, the literature reports that students undertaking these programmes can also experience feelings of being disconnected and isolated.

METHODS

A convenience sample of 15 participants was selected, and data were collected using in-depth interviews. Data were analysed using a qualitative design that drew most heavily on the methodological procedures of grounded theory.

FINDINGS

Habermas' theory of communicative action was found to be relevant to the interpretation of data and four categories were constructed to explain participants' experiences in relation to DE, namely: lifeworld lamented; lifeworld experienced; lifeworld ceded and learning within a bounded system. These categories reflect the manner in which participants experienced the lifeworld component (the interactive and subjective dimensions) and the system component (objective and outcome oriented dimensions) of the educational realm. While data indicated diversity in how the boundedness of the programmes was experienced, overall such standardized, instrumental courses were viewed favourably by participants within the limitations of their own personal circumstances.

CONCLUSION

Distance education as a means of disseminating nursing knowledge should be strengthened. The challenge for nurse educators is to develop DE programmes that minimize their limitations and maximize their potential.

The "virtual family": an evaluation of an innovative approach using problem-based learning to integrate curriculum themes in a nursing undergraduate programme

Students on a four-year BSc honours in nursing programme evaluated the use of fictional families within problem-based learning (PBL) scenarios. The use of "virtual families" allowed for various parts of the nursing curriculum to be developed in innovative ways. The students appreciated the advantages of using such families to study the longitudinal aspects of health care and family dynamics, and to aid the integration of course work elements. They commended the deeper understanding that they were able to develop and appreciated the realism of the holistic approach that this method introduced into the degree course. Recommendations for expanding the use of the virtual family in a PBL context are discussed. This approach is thought to offer potential in the teaching between disciplines and across cultures.

Psychodynamic sources of resistance among student nurses: some observations in a human relations context

Psychodynamic sources of resistance among student nurses: some observations in a human relations context The nurse-patient relationship is considered to be a crucial part of the daily routine for many nurses; however, little evidence is available regarding how student nurses cope with learning human skills. Few researchers have considered how students engage with or resist the learning process. The aim of this study is to examine interpersonal matters and explore psychodynamic sources of resistance encountered among student nurses in an interpersonal skills context. A qualitative approach was adopted with a focus on individual case studies, using the in-depth interview as the major mode of data collection combined with observation. The four types of student that emerged from the data are emphasized, ranging from type 1 who were extremely reluctant to self-disclose, to type 4 who were more confident and free-flowing. The major characteristics pertaining to each type of student are outlined. While some characteristics seem to be related to childhood struggles and years of over-adaptation, others relate to factors that influence the learning climate. Particular attention is given to the psychological understanding of their predicament, including accounts of childhood and self-image. The implications for nurse education and limitations of this study are also considered.