Jacqueline Wosinski1, Anne E Belcher2, Yvan Dürrenberger3, Anne-Claude Allin4, Coraline Stormacq5, Linda Gerson6. 1. School of nursing, Adventist university of Central Africa, BP 2461 Kigali, - Rwanda. Electronic address: Jacquelinewosin@gmail.com. 2. Johns Hopkins School of Nursing, 525 N. Wolfe Street, Room 516, Baltimore, MD 21205. Electronic address: abelcher@jhu.edu. 3. Institut et Haute Ecole de Santé La Source, University of applied sciences and arts, of Western Switzerland, Avenue Vinet 30 - 1004, Lausanne, - Switzerland. Electronic address: y.durrenberger@ecolelasource.ch. 4. Institut et Haute Ecole de Santé La Source, University of applied sciences and arts, of Western Switzerland, Avenue Vinet 30 - 1004, Lausanne, - Switzerland. Electronic address: ac.allin@ecolelasource.ch. 5. Institut et Haute Ecole de Santé La Source, University of applied sciences and arts, of Western Switzerland, Avenue Vinet 30 - 1004, Lausanne, - Switzerland. Electronic address: c.stormacq@ecolelasource.ch. 6. Johns Hopkins School of Nursing, 525 N. Wolfe Street, Room 516, Baltimore, MD 21205. Electronic address: lgerson1@jhu.edu.
Abstract
OBJECTIVES: The purpose of this study was to identify and synthesize the best available evidence on the perspective of undergraduate nursing students on facilitating elements that contribute to their success with PBL. DESIGN: a qualitative systematic review of the literature according to meta-aggregative methodology using the JBI SUMARI system was conducted. DATA SOURCES: Data was collected across CINAHL, Medline, Embase, Eric, Teacher Reference Center and reference lists. RESEARCH METHODS: Out of 378 articles, 101 were retrieved for examination and eight were retained after methodological analysis. RESULTS: 51 findings, matched with a verbatim, were extracted and aggregated in five categories: 1) in PBL, the nursing tutor models clinical reasoning and leadership skills; 2) the quality of group interactions is critical to the success of nursing students with PBL; 3) nursing students go through the process of learning with PBL; 4) through PBL, nursing students acquire skills that foster clinical reasoning; and 5) when the PBL method is used as intended, nursing students understand its purpose and process. These categories were aggregated in two syntheses worded as recommendation for practice. CONCLUSIONS: The synthesized recommendations are: 1) tutors should be trained to effectively guide the team work of undergraduate nursing students along the PBL process in order for them to achieve its goal; and 2) nursing students should be securely introduced to PBL and experience the development of their clinical reasoning through PBL. Future research should focus on the strategies undergraduate nursing students use to succeed with PBL and the effectiveness of PBL in enhancing critical thinking and collaboration skills.
OBJECTIVES: The purpose of this study was to identify and synthesize the best available evidence on the perspective of undergraduate nursing students on facilitating elements that contribute to their success with PBL. DESIGN: a qualitative systematic review of the literature according to meta-aggregative methodology using the JBI SUMARI system was conducted. DATA SOURCES: Data was collected across CINAHL, Medline, Embase, Eric, Teacher Reference Center and reference lists. RESEARCH METHODS: Out of 378 articles, 101 were retrieved for examination and eight were retained after methodological analysis. RESULTS: 51 findings, matched with a verbatim, were extracted and aggregated in five categories: 1) in PBL, the nursing tutor models clinical reasoning and leadership skills; 2) the quality of group interactions is critical to the success of nursing students with PBL; 3) nursing students go through the process of learning with PBL; 4) through PBL, nursing students acquire skills that foster clinical reasoning; and 5) when the PBL method is used as intended, nursing students understand its purpose and process. These categories were aggregated in two syntheses worded as recommendation for practice. CONCLUSIONS: The synthesized recommendations are: 1) tutors should be trained to effectively guide the team work of undergraduate nursing students along the PBL process in order for them to achieve its goal; and 2) nursing students should be securely introduced to PBL and experience the development of their clinical reasoning through PBL. Future research should focus on the strategies undergraduate nursing students use to succeed with PBL and the effectiveness of PBL in enhancing critical thinking and collaboration skills.