Williams Bev
University of Alberta.
Int J Nurs Educ Scholarsh. 2004;1:Article19. doi: 10.2202/1548-923x.1038. Epub 2004 Oct 12.
For at least four decades there has been concern about the discontinuity between the discipline and practice of nursing. The learning traditions in nursing, including the traditional organization of professional educational curricula with an emphasis on general education, could be contributing to this discontinuity. Problem Based Learning (PBL) has been identified as one way to facilitate greater cohesion between the discipline and practice of nursing. Nursing learners exposed to PBL are challenged to achieve professionally desired liberal learning outcomes and acquire knowledge and skill in the discipline of nursing by encountering key professional practice situations as the stimulus and focus of their classroom learning activity. By combining reflection on existing knowledge essential to understanding the situation with research for new knowledge, PBL reflects the process of knowledge generation. Through PBL learners can achieve a deeper understanding of nursing as a discipline, the relationship of nursing to other disciplines and cohesion between the discipline and practice of nursing.
至少四十年来，护理学科与实践之间的脱节一直备受关注。护理领域的学习传统，包括以强调通识教育为特点的专业教育课程的传统组织方式，可能是造成这种脱节的原因之一。基于问题的学习（PBL）已被视为促进护理学科与实践之间实现更大融合的一种方式。接触PBL的护理学习者面临挑战，即通过将关键专业实践情境作为课堂学习活动的刺激因素和重点，来实现专业所需的文科学习成果，并获取护理学科的知识和技能。通过将对理解情境至关重要的现有知识的反思与新知识的研究相结合，PBL反映了知识生成的过程。通过PBL，学习者能够更深入地理解护理作为一门学科的内涵、护理与其他学科的关系以及护理学科与实践之间的融合。
