STUDENT EXPERIENCES OF A PROBLEM-BASED LEARNING NURSING CURRICULUM

Describes the process of Problem-based learning (PBL) as it is used within the nursing programmes delivered by the School of Nursing and Midwifery, University of Dundee, Scotland and outlines the experience of the curriculum from students’ perspective. An outline of the particular approach adopted by the School and some of the issues associated with the integration and integrity of subjects across the curriculum is presented. The study is based upon a questionnaire given to all students undertaking the programme with a response rate of 74% (n=145). This is followed by interviews with a randomly sampled group of 5% (N=8). Evidence from these interviews is presented to highlight some of the strengths and weaknesses of this approach and to highlight some areas that require further research. The various curricula, which were developed in Scotland in response to Project 2000, highlighted the importance of producing nurses who were critical thinkers and able to engage in self-directed learning. The notion that students would develop to be reflective practitioners with skills for lifelong learning was also expressed as a fundamental principle underpinning the delivery of these programmes. The programmes that were developed tended to be subject orientated as opposed to demonstrating integration of themes.