Experience of Problem-Based Learning in Nursing Education at Kaohsiung Medical University

Abstract

Nursing education must keep up with the rapidly changing medical landscape to support the competences of nurses in the areas of critical thinking, problem solving, and creativity. Problem-based learning (PBL) provides an appropriate strategy for nursing education innovation. Nursing curricula based on PBL remain in the growing stage in Taiwan. Kaohsiung Medical University introduced PBL into nursing education in 2002. The critical events in the process included: (1) nurturing key tutors; (2) using PBL teaching methods in an elective course--Oncology Nursing, and designing a new elective course--Symposiums Regarding Clinical Cases; (3) holding conferences inside and outside the school to promote PBL teaching methods; (4) linking e-learning and PBL teaching methods; (5) conducting PBL research; (6) establishing a committee of PBL, objective structured clinical examination, and teaching material review for the College of Nursing; and (7) setting up a required course--Nursing Ethics. We now have 12 key tutors in the College of Nursing. We have also completed two studies to evaluate the ability of students and to explore the experience of tutors. From our studies, we know that PBL can increase learner abilities in self-directed learning, critical thinking, and PBL performance. The approach helps students to cope with the changing medical landscape. Furthermore, tutors and teachers develop adequate PBL teaching skills. Based on the experience above, we believe that we are on the right path in terms of continuing tutor development, gradually increasing the number of PBL courses, and undertaking further research to promote PBL methods in Taiwan.