Anatomy and physiology for nursing students: is problem-based learning effective?

Gillham, David Gillham, David,Mayner, Linda Mayner, Linda,Sansoni, Julita Sansoni, Julita

doi:10.7429/pi.2013.663182

Gillham, David Gillham, David, Mayner, Linda Mayner, Linda

Open Access

https://doi.org/10.7429/pi.2013.663182

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Journal: PROFESSIONI INFERMIERISTICHE	Publication Date: Jan 1, 2013
Citations: 10	License type: cc-by

Affiliation: Sapienza University of Rome

Abstract

This study investigated whether problem-based learning (PBL) was an effective strategy for nursing students learning anatomy and physiology. Anatomy and physiology are subject areas that have posed long standing difficulty for nursing students. Since anatomy and physiology underpin clinical decision making it is important that nursing students are able to understand and retain this knowledge and apply it to practice. Problem-based learning offers potential advantages for teaching anatomy and physiology as clinical cases can provide the impetus for student problem solving. This project trialled a simple PBL scenario and investigated students' response to the task of problem solving in a laboratory setting adapted to simulate a hospital ward. The study found students learn better, retain the knowledge and merge theory with simulated practice when a PBL teaching mode is used. While PBL was effective, blended, web based and hybrid PBL models warrant investigation.

Highlights

This paper reports on our attempt to apply a different mode of teaching on a voluntary trial basis for just one area of anatomy and physiology
Participants Sample selection: at the commencement of an anatomy and physiology lecture first year students were asked if they would like to volunteer for a trial problem based learning (PBL) session
Twenty five of the twenty six students participating in this study indicated a preference for a PBL format

Summary

Introduction

In this project there are two foci of findings, one is based on the answers given by students to the questions regarding their knowledge about the respiratory system and the other focus is the student perception of the case-based scenario, PBL style of teaching and learning. All students except one from health science preferred the PBL method of teaching to the more traditional weekly lectures and tutorials or practical sessions.

Results

Conclusion