Nurse Faculty Experiences in Problem-Based Learning: An Interpretive Phenomenologic Analysis

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Abstract

Aim.

This study explored the nurse faculty experience of participating in a problem-based learning (PBL) faculty development program.

Background.

Utilizing PBL as a pedagogical method requires a paradigm shift in the way faculty think about teaching, learning, and the teacher-student relationship.

Method.

An interpretive phenomenological analysis approach was used to explore the faculty experience in a PBL development program.

Results.

Four themes emerged: change in perception of the teacher-student relationship, struggle in letting go, uncertainty, and valuing PBL as a developmental process.

Conclusions.

Epistemic doubt happens when action and intent toward the PBL teaching perspective do not match underlying beliefs. Findings from this study call for ongoing administrative support for education on PBL while faculty take time to uncover hidden epistemological beliefs.

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