Problembaseret laering - sygeplejestuderende og underviseres erfaringer metaforisk
praesenteret og analyseret ud fra Paul Ricoeurs fortolkningsteori
Engelsk titel: Problem-based learning - nurse student and teachers experiences presented in metaphors and
analysed by Paul Ricoeurs theory
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Författare:
Huus, Birgit
Email: bihj@ucl.dk
Språk: Dan
Antal referenser: 22
Dokumenttyp:
Artikel
UI-nummer: 12073305
Sammanfattning
The aim of this study is to gain knowledge about nurse student and teachers experiences about problem based-learning implemented in a
Danish nurse education in the year 2008-2011. The study assumes a phenomenological-hermeneutic approach inspired by Paul Ricoeurs
interpretation theory and using focus group, pair and individual interviews with 11 students and 6 teachers. Findings are described in three
metaphors: "To crack the learning code - dynamic learning", "Problem based-learning: energy giving - dissatisfied", "The PBL teacher role: Traditional - facilitator".
The study concludes that there are groups of students who gain dynamic learning through PBL, but also students who have problems with self
promoted learning, and that offers especial tension and methodical variation supporting how to crack the learning code about group processes
and the individual learning.
Students experienced problem-based-learning joyful, energy giving and as a good instrument, but also as a long-winded and discrepancy and
some students were dissatisfied in the beginning of the education connected with difficulties to understand problem-based-learning and
manage own learning.
The metaphor about the PBL teacher role illuminate the tension between the problem-based-ideas and traditional learning, as well as how to
manage the facilitating-learning-role, the organization-structure, and the critical dialog about learning without loosing knowledge in the
student learning, but instead bridge the experiences-gap and bee aware of the possibilities of development in the educational practice.