School of Nursing, Tung Wah College, 31 Wylie Road, Homantin, Kowloon, Hong Kong, China.
Int J Environ Res Public Health. 2021 Jun 10;18(12):6293. doi: 10.3390/ijerph18126293.
Nursing education has recently adopted challenge-based learning (CBL) to enhance nursing students' competency in the 21st-century healthcare environment. Previous studies have not yet fully explored nursing students' perceptions of CBL. This descriptive qualitative study aimed to investigate the learning experience of first-year baccalaureate nursing students engaging with CBL. Videotaped focus group interviews were conducted in a tertiary education institution in Hong Kong, China. The participants recruited for the study included ten Year 1 nursing students enrolled in a public health course delivered using CBL over the study period. The participants included four female and six male students. Five themes were identified: facilitation by teachers, familiarity with CBL, team communication, facilitating metacognitive development, and the application of theories into actual practices. The findings shed light on the potential application of CBL in nursing training as it can foster students' metacognition, an important attribute for the modern-day workforce. Facilitating theoretical application into practice implies that CBL helps to fill the theory-practice gap that has long been a persistent issue in nursing training. Nonetheless, students encountered frustrating obstacles throughout the learning process, including ineffective group communication, unfamiliarity with the CBL process, and insufficient facilitation by teachers. Better preparation on the part of both teachers and students is critical to ensure that nursing students are gaining optimal benefits from the CBL process.
护理教育最近采用基于挑战的学习（CBL）来提高护理学生在 21 世纪医疗保健环境中的能力。先前的研究尚未充分探索护理学生对 CBL 的看法。本描述性定性研究旨在调查参与 CBL 的一年级护理本科生的学习体验。在中国香港的一所高等教育机构进行了录像焦点小组访谈。研究招募的参与者包括在研究期间使用 CBL 教授的一门公共卫生课程中的 10 名一年级护理学生。参与者包括 4 名女性和 6 名男性学生。确定了五个主题：教师的促进作用、对 CBL 的熟悉程度、团队沟通、促进元认知发展以及理论在实际实践中的应用。研究结果揭示了 CBL 在护理培训中的潜在应用，因为它可以培养学生的元认知能力，这是现代劳动力的重要属性。将理论应用于实践意味着 CBL 有助于填补长期以来一直是护理培训中存在的理论与实践脱节的问题。然而，学生在整个学习过程中遇到了令人沮丧的障碍，包括团队沟通效率低下、对 CBL 过程不熟悉以及教师的促进作用不足。教师和学生双方都需要更好的准备，以确保护理学生从 CBL 过程中获得最佳收益。
