School of Nursing Science, North-West University, Private Bag X6001, Potchefstroom 2520, South Africa.
Nurse Educ Today. 2010 Oct;30(7):638-42. doi: 10.1016/j.nedt.2009.12.017. Epub 2010 Jan 20.
Reviews of PBL show that teaching becomes facilitation and facilitation demands a shift from teacher-centred to student-centred instruction. The success of facilitation of PBL is dependent on the lecturers' ability to make the shift from traditionalist to a student-centred approach. This transition may be difficult if changes are perceived to be too great in relation to lecturers' existing practices. The purpose of this study was to describe the experiences of facilitators as well as those of their students in PBL undergraduate programme in nursing schools of four universities in South Africa. Using a non-experimental, exploratory, descriptive and contextual design, twelve (12) focus-group interviews (FGI) were conducted. Data provided evidence that the control of teaching and learning which facilitators brought with them and were unable to relinquish, became a problem for the students. These traditionally trained facilitators experienced difficulties in terms of allowing the students to take charge of their own learning and function in a self-directed manner.
综述显示，以问题为基础的学习（PBL）的教学方式已从以教师为中心转变为以学生为中心。 PBL 的成功取决于讲师是否有能力从传统教学方法转变为以学生为中心的教学方法。如果这种转变被认为与讲师现有的教学实践相差太大，那么这种转变可能会很困难。本研究的目的是描述 facilitators（导师）以及他们的学生在南非四所大学护理学院的 PBL 本科课程中的体验。研究采用非实验性、探索性、描述性和情境设计，共进行了 12 次焦点小组访谈（FGI）。数据表明，导师无法放弃他们在教学和学习方面的控制，这对学生来说成为了一个问题。这些经过传统培训的导师在允许学生自主学习和自主发挥方面存在困难。
