The use of problem- and simulation-based learning: The student’s perspective

Abstract

The aim of this study was to examine the learning experiences of nursing students when problem-based learning was used as a pedagogical strategy in simulation-based learning. Simulation-based learning has been integrated in nursing curriculums worldwide to address the lack of clinical competency among newly graduated registered nurses. There is little known about the teaching and learning processes that support simulation-based learning. There is also a lack of research studies evaluating students’ experiences with the integration of simulation- and problem-based learning. Data were collected at a School of Nursing in Denmark, and used data from qualitative interviews with six first-year nursing students who had participated in a course about essentials of nursing where problem- and simulation-based learning were used as pedagogical strategies. Meaning condensation was used to analyse data. Our findings suggest that problem-based learning is appropriate in connection with simulation-based learning, but not ideal for the students’ reflections and self-directed problem-solving. The students found participation in the course very motivating and fun due to realism and engagement from facilitators. However, there was a gap between students’ expectations and the intentions of problem-based learning.