Implementing Problem-Based Learning in Nurse Education: - Metcalfe, Helene
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To remain contemporary, undergraduate nurse education needs to focus on the development of critical thinking and problem solving skills. To this end many have responded by promoting curricular changes favouring the use of Problem-Based Learning (PBL). The study reported in this thesis was undertaken within the interpretevist paradigm uses a grounded theory approach to generate theory on how nurse educators have dealt with the introduction of a locally-developed PBL curriculum. The central proposition of the substantive theory generated is that a typology of nurse educators can be identified:…mehr

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Produktbeschreibung
To remain contemporary, undergraduate nurse education needs to focus on the development of critical thinking and problem solving skills. To this end many have responded by promoting curricular changes favouring the use of Problem-Based Learning (PBL). The study reported in this thesis was undertaken within the interpretevist paradigm uses a grounded theory approach to generate theory on how nurse educators have dealt with the introduction of a locally-developed PBL curriculum. The central proposition of the substantive theory generated is that a typology of nurse educators can be identified: enthusiasts, pragmatists and resistors. Several recommendations for further research are offered.
Autorenporträt
Helene Metcalfe EdD,MSc,BEd(Hons)RN,is Associate Professor of Nursing at the University of Western Australia Perth Western Australia. She is a Registered Nurse with a background in Critical Care Nursing. Her research interests include; innovations in teaching and learning and the development of nursing curricula.