Problem-Based Learning in Transformative Nursing Education

Problem-Based Learning in Transformative Nursing Education

Renee Yarbrough-Yale
Copyright: © 2017 |Pages: 15
DOI: 10.4018/978-1-5225-2237-9.ch062
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Abstract

The purpose of this chapter is to identify the components and the use of problem-based learning in a transformative nursing education environment. A problem-based learning environment provides adult learners the opportunity to work through realistic problems they may encounter in their clinical environment. Through the use of ill-defined problems, adult learners identify what is known, what is not known, and what needs to be known in order to solve problems. In this style of education, adult learners build upon their own knowledge base in order to solve these problems. This type of learning environment places educators in a unique position to assess the problem solving and critical thinking skills of students and provide feedback as needed.
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The Concept Of Critical Thinking In Nursing

The first attempt to integrate critical thinking as a basic element of the nursing process dates back to the 1930s where it was first proposed by Urch and then by Beck. It became an official competency requirement for nursing students in the 1980s (Raterink, 2012). Since that time, it has been widely accepted that positive outcomes in nursing education, nursing practice, and, in effect, patient outcomes are linked to critical thinking (Burrell, 2014).

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