Wosinski Jacqueline, Belcher Anne E, Dürrenberger Yvan, Allin Anne-Claude, Stormacq Coraline, Gerson Linda
School of nursing, Adventist university of Central Africa, BP 2461 Kigali, - Rwanda.
Johns Hopkins School of Nursing, 525 N. Wolfe Street, Room 516, Baltimore, MD 21205.
Nurse Educ Today. 2018 Jan;60:67-74. doi: 10.1016/j.nedt.2017.08.015. Epub 2017 Sep 8.
The purpose of this study was to identify and synthesize the best available evidence on the perspective of undergraduate nursing students on facilitating elements that contribute to their success with PBL.
a qualitative systematic review of the literature according to meta-aggregative methodology using the JBI SUMARI system was conducted.
Data was collected across CINAHL, Medline, Embase, Eric, Teacher Reference Center and reference lists.
Out of 378 articles, 101 were retrieved for examination and eight were retained after methodological analysis.
51 findings, matched with a verbatim, were extracted and aggregated in five categories: 1) in PBL, the nursing tutor models clinical reasoning and leadership skills; 2) the quality of group interactions is critical to the success of nursing students with PBL; 3) nursing students go through the process of learning with PBL; 4) through PBL, nursing students acquire skills that foster clinical reasoning; and 5) when the PBL method is used as intended, nursing students understand its purpose and process. These categories were aggregated in two syntheses worded as recommendation for practice.
The synthesized recommendations are: 1) tutors should be trained to effectively guide the team work of undergraduate nursing students along the PBL process in order for them to achieve its goal; and 2) nursing students should be securely introduced to PBL and experience the development of their clinical reasoning through PBL. Future research should focus on the strategies undergraduate nursing students use to succeed with PBL and the effectiveness of PBL in enhancing critical thinking and collaboration skills.
本研究旨在识别并综合现有最佳证据，以了解本科护理专业学生对有助于其在基于问题的学习（PBL）中取得成功的促进因素的看法。
采用JBI SUMARI系统，根据元聚合方法对文献进行定性系统评价。
通过CINAHL、Medline、Embase、Eric、教师参考中心以及参考文献列表收集数据。
从378篇文章中检索出101篇进行审查，经过方法学分析后保留8篇。
提取了51条与原文逐字匹配的研究结果，并归纳为五类：1）在PBL中，护理导师示范临床推理和领导技能；2）小组互动质量对护理专业学生PBL的成功至关重要；3）护理专业学生经历PBL学习过程；4）通过PBL，护理专业学生获得培养临床推理的技能；5）当按预期使用PBL方法时，护理专业学生理解其目的和过程。这些类别归纳为两条综合建议，作为实践推荐。
综合建议如下：1）应对导师进行培训，以便在PBL过程中有效指导本科护理专业学生的团队合作，使其实现目标；2）应让护理专业学生充分了解PBL，并通过PBL体验其临床推理能力的发展。未来研究应关注本科护理专业学生在PBL中取得成功所采用的策略，以及PBL在提高批判性思维和协作技能方面的有效性。
