This paper addresses the need to adopt teaching‐learning approaches in nursing education that develop links between theory and clinical practice in a meaningful way Problem‐based learning (PBL) is such an approach and is gaining popularity in tertiary nursing programmes in Australia PBL, as an example of the constructivist philosophy, focuses on students’ existing knowledge as a starting point for conceptual change teaching The implications for the nurse educator's role when using PBL are discussed in terms of assumptions about the nature of teaching and learning, conceptual change teaching, ability to focus, the role of negotiation, and the ability to analyse student learning These factors are seen to be critical components of the pedagogy necessary for nurse educators to utilize PBL approaches effectively
Journal of Advanced Nursing – Wiley
Published: Jun 1, 1992
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