Oral Abstract O46 MIND THE GAP: WHAT DOES A CRITICAL CARE PROBLEMBASED LEARNING MODULE DO FOR NURSING STUDENTS?
Conference theme: Education Author H. Luckhurst1, R Dudley P1 1 University of Worcester Background Within the HEI setting it is crucial for students to recognise and link the application of module sessions’ to real nursing practice (Cooke and Moyle (2002). Aims 1) to obtain and explore the perceptions of student nurses in terms of the PBL process, their everyday practice and learning, 2) to enable the author to research their own teaching, 3) to obtain evidence to inform the curriculum Methods An Action Research study obtained and examined the student perspective. Final year students participated pre and post their PBL module experience. PBL was also used as an assessment method. Qualitative and quantitative data was obtained from a student questionnaire. SPSS analysis was employed in addition to themed responses from open ended questions. Results Students agreed that PBL will influence their everyday practice; impacting on teamwork, communication and confidence. A significant shift in student attitude was evident from pre to post PBL in terms of being a suitable way of learning. Students declared that PBL should be included in the pre-registration programme. Implications/Conclusions Students have been involved in shaping the future curriculum. The perceived ‘added value’ of PBL (Savin-Baden 2001) is evident. The impact on confidence, teamwork ability and communication address the emphasis within the NMC Draft standards for Pre-registration nursing (2010). Reference Information Cooke M. Moyle K.(2002) Students evaluation of problem-based learning. Nurse Education Today 22 330-339 NMC (2010) Standards for pre-registration nursing education:Draft for consultation London NMC Savin Baden M (2001) Problem based learning in Higher Education:Untold Stories Buckingham Open University Press.
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Oral Abstracts