Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/55702
Title: Framework for adopting a problem-based learning approach in a simulated clinical setting
Authors: Cheung, SCM
Chung, LYF
Chan, K 
Chan, EA 
To, T
Lau, MWY
Issue Date: 2008
Publisher: SLACK Incorporated
Source: Journal of nursing education, 2008, v. 47 , no. 11, p. 508-514 How to cite?
Journal: Journal of nursing education 
Abstract: The problem-based learning (PBL) approach applied in the clinical setting is different from that applied in the classroom setting. This study analyzed a learning and teaching episode in a simulated clinical situation using the PBL approach. Conversation analysis was used to examine the scenario. Data analysis revealed six key manifestations of this learning arrangement: collection of information, data analysis, formulation of hypotheses, validation, discussion and reflection, and learning synthesis. The simulated clinical environment provided realism in learning and allowed students to experience a full range of learning issues within a short time frame. Problem-based learning was a deliberate approach that helped students achieve the following learning outcomes: patient-focused care, student-directed learning, inductive learning, and translation of theoretical knowledge into practical information. Learning was further enhanced with postsimulation self-evaluation and peer analyses. The incorporation of the PBL approach can bring out the optimal effects in a simulated learning environment.
URI: http://hdl.handle.net/10397/55702
ISSN: 0148-4834
EISSN: 1938-2421
DOI: 10.3928/01484834-20081101-11
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