Problem based learning (PBL): A conundrum
Samantha H Wells
School of Nursing, Deakin University, Waterfront Campus, Geelong VIC
Philip J Warelow
School of Nursing, University of Ballarat, Mt Helen Campus, Ballarat VIC
Karen L Jackson
School of Nursing, Deakin University, Waterfront Campus, Geelong VIC
PP: 191 - 201
Abstract
Problem Based Learning (PBL) using minimal guided instruction is used as an educational strategy across a broad variety of disciplines in the tertiary sector. This paper includes some of the strengths and weaknesses of PBL, both in general and in relation to the health care setting, encompassing some of its philosophical underpinnings and its methodological approach.
In an effort to explore some of the benefits and problems with PBL in the work setting, this account will comprise a realistic rather than idealistic focus and will include a range of perspectives from both a facilitator and student standpoint. We suggest that PBL is a useful strategy across a comprehensive nursing degree programme (as the ideal) provided the learning programme is supported financially and that its ideal creed which support a small group approach are adhered to.
What we find is that reality is often different, with individual facilitators condensing their PBL programmes to incorporate a modified PBL approach with this personalised approach often taking strength away from the original conceptions of PBL. What we suggest here is that these circumstances constitute a conundrum.
Keywords
Problem Based Learning, nursing, implementation, benefits, difficulties
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