Problem-Based Learning in Children's Nursing: TRANSCENDING DOUBTS to Exceeding Expectations

Problem-based learning (PBL) is well established in health education. It is regarded as a constructionist approach to education that emphasizes students' active engagement with the learning process, self-direction, and learning in a meaningful context. This article details the experiences of nurse lecturers in one university in the Republic of Ireland during the introduction of a PBL module to students enrolled in a higher diploma in children's nursing program. All lecturers attended a three-day training program on the principles and processes of PBL. The lecturers, all experienced nurse educators, had no prior experience in implementing PBL. Data collection involved the use of reflective journals and group meetings. Thematic content analysis revealed key themes that chart the journey from transcending doubts to exceeding expectations of the PBL process. [ABSTRACT FROM AUTHOR]; Copyright of Nursing Education Perspectives is the property of National League for Nursing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)