Problem-based learning in clinical nursing education: Integrating theory and practice

Abstract

Over the last few decades, nursing education in Sweden has undergone many changes in its length, content, and academic level. Pedagogical developments have occurred, but not as much change has taken place in the clinical part of education. Therefore, a project was initiated to improve students integrated learning, ability to actively search for knowledge, reflect critically, and to improve the clinical learning environment, during the clinical training part of the undergraduate nursing program at a Swedish university. This was accomplished through applying problem-based learning (PBL), supporting reflection, applying a new model for supervision, and supporting nursing preceptors. The project was carried out during clinical studies in acute care in the second year of a nursing undergraduate program. The aim of this study was to describe nursing students and their preceptors experiences of problem-based learning and a new model for supervision in clinical education. A total of 45 students and 30 preceptors participated by answering a questionnaire and an interview. The findings showed that the project overall was perceived positively by students and preceptors. The possibility for supervised reflection was perceived as positive by both students and preceptors, although it sometimes was difficult for preceptors to set aside time. Research-based knowledge was rarely used in clinical teaching.