Three and a half years of work with problem-based learning in Nursing inOdense is resulting now in cooperation with a recognized Canadian professor of nursing.
Nursing in Odense for the last three and a half years has been working to develop problem-based learning (PBL) in the nursing profession. As part of this, development work is now training with the Canadian professor of nursing, Charlotte Noesgaard, who for 20 years has worked with and been part of the research development of problem-based learning in Nursing at McMaster University in Canada.
Most recently, nursing education in Odense in August 2011 completed a two-week workshop under the guidance and inspiration of the Canadian professor.
Promotes students' curiosity
Problem-based learning is based and builds on students' previous knowledge, experiences and competencies. Old knowledge is reconstructed in relation to new knowledge, and organized learning activities that promote students' skills in self-directed learning.
Learning situations are group-based and each student's active participation is crucial. The working method is to prepare students to work in an investigative and inquisitive manner in relation to search and use practices, development - and research-based knowledge, both during training and in their future clinical practice.
The teacher as facilitator
The teacher's role is in problem-based learning programs is to organize and facilitate learning situations, which supports the student's integration of the subject practice, own practice experience and theory. You can use different methods. One of them is the case study that describes a realistic problem and allows the students to analyze, problematize and identify options.
In the traditional teaching in which knowledge is disseminated to the students, the teacher teaches. In problem-based learning the teacher is facilitator for student learning. This requires the development of the supervisor's role in relation to developing cases, and in relation to challenging students with questions in learning situations.
During this period, the teachers at the Nursing in Odense have worked with the concept of workshops. Professor Charlotte Noesgaard has subsequently been available for discussions on the development of case studies, role of the teacher as facilitator, development of tutor guides, and evaluation of the learning process.
Collaboration with McMaster University and Charlotte Noesgaard will continue over the next three years.