Williams A F
School of Nursing, Deakin University, Burwood, Victoria, Australia.
Nurse Educ Today. 1999 Nov;19(8):659-67. doi: 10.1054/nedt.1999.0369.
This paper reports an evaluation by clinical nurse educators of problem-based learning (PBL) in a 3-year Australian undergraduate nursing programme. This method of learning is reliant on the students' ability to learn in a self-directed mode and is considered to bridge the 'theory-practice' gap more effectively. The purpose of this evaluation was to ascertain if this was the case. Data were collected from interviewing clinical nurse teachers at the end of the first and third years of implementing the PBL programme. Findings revealed an improvement in the students' ability to inquire and learn in a self-directed manner, and the development of a more holistic view of the patient. More conspicuous was the students' inability to perform psychomotor skills. The students also lacked knowledge in the areas of fundamental anatomy and physiology. Recommendations and actions taken by the school are discussed. This evaluation highlighted the need for continual evaluation and implementation of strategies to meet the needs of quality nurse education.
本文报告了临床护理教育工作者对澳大利亚一个为期三年的本科护理项目中基于问题的学习（PBL）的评估。这种学习方法依赖于学生自主学习的能力，并且被认为能更有效地弥合“理论 - 实践”差距。本次评估的目的是确定情况是否如此。数据收集于在实施PBL项目的第一年和第三年末对临床护理教师进行的访谈。研究结果显示，学生自主探究和学习的能力有所提高，并且对患者形成了更全面的看法。更明显的是，学生在执行心理运动技能方面存在不足。学生在基础解剖学和生理学领域也缺乏知识。文中讨论了学校所采取的建议和行动。本次评估强调了持续评估和实施策略以满足优质护理教育需求的必要性。
