Kantar Lina
Rafic Hariri School of Nursing, American University of Beirut, Lebanon.
Nurse Educ Pract. 2014 May;14(3):233-41. doi: 10.1016/j.nepr.2013.08.010. Epub 2013 Sep 14.
The purpose of this literature review was to explore the use of distinct assumptions of constructivism when studying the impact of problem-based learning (PBL) on learners in undergraduate nursing programs.
Content analysis research technique.
The literature review included information retrieved from sources selected via electronic databases, such as EBSCOhost, ProQuest, Sage Publications, SLACK Incorporation, Springhouse Corporation, and Digital Dissertations.
The literature review was conducted utilizing key terms and phrases associated with problem-based learning in undergraduate nursing education. Out of the 100 reviewed abstracts, only 15 studies met the inclusion criteria for the review. Four constructivist assumptions based the review process allowing for analysis and evaluation of the findings, followed by identification of issues and recommendations for the discipline and its research practice in the field of PBL.
This literature review provided evidence that the nursing discipline is employing PBL in its programs, yet with limited data supporting conceptions of the constructivist perspective underlying this pedagogical approach. Three major issues were assessed and formed the basis for subsequent recommendations: (a) limited use of a theoretical framework and absence of constructivism in most of the studies, (b) incompatibility between research measures and research outcomes, and (c) brief exposure to PBL during which the change was measured.
Educators have made the right choice in employing PBL as a pedagogical practice, yet the need to base implementation on constructivism is mandatory if the aim is a better preparation of graduates for practice. Undeniably there is limited convincing evidence regarding integration of constructivism in nursing education. Research that assesses the impact of PBL on learners' problem-solving and communication skills, self-direction, and motivation is paramount.
本综述的目的是探讨在研究基于问题的学习（PBL）对本科护理专业学生的影响时，建构主义的不同假设的应用。
内容分析研究技术。
文献综述包括从通过电子数据库（如EBSCOhost、ProQuest、Sage Publications、SLACK Incorporation、Springhouse Corporation和Digital Dissertations）选择的来源中检索到的信息。
文献综述利用与本科护理教育中基于问题的学习相关的关键词和短语进行。在100篇被审查的摘要中，只有15项研究符合综述的纳入标准。基于四项建构主义假设进行综述过程，以便对研究结果进行分析和评估，随后确定问题以及针对该学科及其在PBL领域的研究实践的建议。
本综述提供的证据表明，护理学科在其课程中采用了PBL，但支持这种教学方法背后的建构主义观点概念的数据有限。评估了三个主要问题，并形成了后续建议的基础：（a）大多数研究中理论框架的使用有限且缺乏建构主义，（b）研究措施与研究结果之间不匹配，（c）在测量变化时对PBL的接触时间较短。
教育工作者在采用PBL作为一种教学实践方面做出了正确的选择，但如果目标是更好地使毕业生为实践做好准备，那么必须将实施基于建构主义。不可否认，关于建构主义在护理教育中的整合，令人信服的证据有限。评估PBL对学习者解决问题和沟通技能、自我导向和动机的影响的研究至关重要。
