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Titre : | Does problem-based learning in Nursing Education Empower Learning? (2020) |
Auteurs : | Roslyn M. Compton ; Alex Olirus Owilli ; Erin E. Norlin ; Natasha L. Hubbard Murdoch |
Type de document : | Article |
Dans : | Nurse Education in Practice (Vol. 44, March 2020) |
Article en page(s) : | 102752 |
Note générale : | https://doi.org/10.1016/j.nepr.2020.102752 |
Langues: | Anglais |
Descripteurs : |
HE Vinci Apprentissage par problèmes ; Élève infirmier ; Formation professionnelle |
Résumé : | In this discussion paper, we explored our experiences with the integration of problem-based learning and use of evaluation tools in an undergraduate nursing research class. Six content areas in the course were adapted to problem-based learning. Understanding of concepts and being able to link concepts to the real world of practice can be achieved when nursing students actively engage to construct and reconstruct their knowledge. This journey has demonstrated to us the importance of reflecting on practice as faculty and student. We encourage discussion among nursing faculty to more deeply understand the significance of moving from traditional didactic towards learner-centered approaches that enhance critical thinking. |
Disponible en ligne : | Oui |
En ligne : | https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/article/abs/pii/S1471595318304943#! |