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The theory practice gap in clinical education : researching the efficacy of problem-based learning in clinical laboratory teaching sessions
Author
Chye, Chok Huwe
Supervisor
Chang, Agnes Shook Cheong
Abstract
Current research documents a significant theory-practice gap in nursing, where students are unable to apply classroom learning to clinical practice. Problem Based Learning (PBL) has been suggested as a possible solution. Unlike traditional lectures, PBL actively involves students in learning, encouraging students to solve clinical scenarios, thus developing in the process, key clinical reasoning and critical problem solving skills that are essential to addressing the complex problems that student nurses will face later on in clinical practice. Though PBL in pedagogical circles is considered a better teaching alternative, few empirical studies have been conducted to determine how far PBL will be accepted by students. In this study, PBL was used in place of traditional teaching over two weeks of clinical laboratory sessions for third-year student nurses. Analysis of the questionnaire responses of 20 students, followed by an in-depth focusing group discussion (FGD) with another 10 students, reveals that the success of PBL (how far student learning is improved through PBL) hinges on the quality of preparatory ground work performed before PBL is introduced. This study found that while students agreed on hindsight that PBL was a better teaching method, they found PBL a difficult concept to grasp as they were used to the "spoon-feeding" and rote learning experienced in primary and secondary school. The time pressure faced by students to meet their other coursework deadlines also made students impatient with the PBL emphasis on self discovery. In the context of students used to traditional learning, PBL practitioners need to create student "buy-in" of the benefits of PBL - not only by conducting pre-session student discussions of the concept and potential benefits of PBL, but also through careful consideration of students' existing workload and exam best schedules before the introduction of PBL. The appropriate tools to narrow the theory-practice gap already exist in PBL. The key challenge lies in changing students' mindset of passive learning in the context of traditional rote learning and teaching.
Date Issued
2001
Call Number
RT73 Chy
Date Submitted
2001