Mental health student nurses’ satisfaction with problem-based learning: a qualitative study
| Published date | 13 March 2017 |
| Pages | 77-89 |
| Date | 13 March 2017 |
| DOI | https://doi.org/10.1108/JMHTEP-02-2016-0018 |
| Author | Gerwyn Huw Jones |
| Subject Matter | Health & social care,Mental health,Mental health education |
Mental health student nurses’
satisfaction with problem-based
learning: a qualitative study
Gerwyn Huw Jones
Abstract
Purpose –The purpose of this paper is to investigate undergraduate pre-registration mental health nurse’s
satisfaction with problem-based learning (PBL), in light of the dearth of such studies and to influence future
teaching and learning strategies within Cardiff University.
Design/methodology/approach –Totally, 16 students from three cohorts were interviewed in two focus
groups.Data analysis was consistentwith Seidel and Kelle (1995)which involved noticingrelevant phenomena,
collectingexamples of these phenomenaand subsequently analysing theseto find commonalities, differences,
patterns and structures.
Findings –Student experiences were categorised in five themes indicating that they perceived PBL as a
novel, flexible approach to adult learning, which fostered decision making and critical thinking. Student
engagement with the process was heavily influenced by the contribution of the end product to their degree
classification. They also expressed concerns about working in groups and whether the depth of learning was
comparable with traditional methods. However, they presented well-considered recommendations for future
practice to address the perceived deficits of PBL.
Research limitations/implications –This was a small scale study undertaken in one institution. As such
the views expressed by students relate to the approach to PBL used in this institution.
Originality/value –This study adds to the body of research relating to the application of PBL in mental
health nurse education. Well considered, student generated recommendations are presented which can
enhance student motivation, engagement and learning. These are arguably of value to other educationists
interested in this approach to teaching and learning.
Keywords Qualitative research, Focus groups, Problem-based learning, Mental health nursing,
Nurse education
Paper type Research paper
Introduction
Problem-based learning (PBL) is considered to be a student centred approach to teaching and
learning which originated in Canada for the purpose of educating medical students (Cooper and
Carver, 2012). Clinical problems are employed as a framework for students to acquire problem-
solving skills and knowledge about clinical conditions and related issues (Albanese and Mitchell,
1993). Early models (Maastricht and McMaster) incorporated PBL as the central component of
the curriculum (Barrows, 1995).
PBL explores clinical issues or questions via four specific stages (Barrows, 1995). First, students
interpret the problem and determine what they need to study as a group. Second, they
undertake a process of discovery via self-directed study. In the third phase, group development
occurs, during which each individual synthesises the information acquired and applies this fresh
perspective to the problem; while the group as a whole appraises their earlier work. The fourth
phase entails précis and assimilation.
At Cardiff University PBL has been intrinsic to the mental health pre-registration nursing
curriculum since 2008. However, in 2012, following the introduction of the Nursing & Midwifery
Received 29 February 2016
Revised 5 July 2016
Accepted 6 July 2016
Conflict of interest: there are no
conflicts of interest, this study was
unfunded.
Gerwyn Huw Jones is a
Lecturer at the School of
Healthcare Sciences, College
of Biomedical and Life
Sciences, Cardiff University,
Cardiff, UK.
DOI 10.1108/JMHTEP-02-2016-0018 VOL. 12 NO. 2 2017, pp.77-89, © Emerald Publishing Limited, ISSN 1755-6228
j
THE JOURNAL OF MENTALHEALTH TRAINING, EDUCATION AND PRACTICE
j
PAGE77
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