Preparation for Implementing Problem-based Learning
PBL was introduced into the School of Health at Liverpool John Moores University in June 1997 as a result of three events coming together. The first was the impending revalidation of preregistration nursing programmes. It was clear that there was a need to be innovative to link theory and practice more succinctly, and to manage large groups in a more coherent fashion. The second ‘event’ was the need to increase student activity in a practice-based discipline. The third event was the author attending a conference on PBL at McMaster University. PBL may be regarded as a philosophy or as a teaching and learning methodology (Alavi, 1995), and as such would fulfil these stated requirements (cf. Chapter 2). Time was limited, so the decision was taken to implement PBL into the integrated theory/practice modules that account for over half of the academic credits towards a diploma/degree in nursing. An enormous amount of preparation in terms of staff development, learning packs and assessment and evaluation strategies also took place. This chapter discusses how this School of Health introduced PBL into its preregistration nursing curriculum.
KeywordsClinical Staff Staff Development Nursing Programme Learning Methodology Coherent Fashion
Unable to display preview. Download preview PDF.
- Biley, F (1998) Evaluating a Welsh Undergraduate Nursing Education PBL Programme: A Short Report, PROBE, 18: 12–13.Google Scholar
- Gibbon, C and Wall, C (1998) A Strategy for Introducing Problem-based Learning, PROBE, 19: 17–18.Google Scholar
- Gugliomeno, A (1977) Development of Self-directed Learning Readiness Scale. Doctoral Dissertation, University of Georgia, Dissertations Abstracts International 1978: 38: 64–7.Google Scholar
- Woods, D (1994) Problem-based Learning: How to Gain the Most From PBL, Waterdown, Ontario: Donald Woods.Google Scholar