Anatomy and physiology for nursing students: Is problem-based learning effective?

Lidia Mayner, David Gillham, Julita Sansoni

    Research output: Contribution to journalArticle

    4 Citations (Scopus)

    Abstract

    This study investigated whether problem-based learning (PBL) was an effective strategy for nursing students learning anatomy and physiology. Anatomy and physiology are subject areas that have posed long standing difficulty for nursing students. Since anatomy and physiology underpin clinical decision making it is important that nursing students are able to understand and retain this knowledge and apply it to practice. Problem-based learning offers potential advantages for teaching anatomy and physiology as clinical cases can provide the impetus for student problem solving. This project trialled a simple PBL scenario and investigated students' response to the task of problem solving in a laboratory setting adapted to simulate a hospital ward. The study found students learn better, retain the knowledge and merge theory with simulated practice when a PBL teaching mode is used. While PBL was effective, blended, web based and hybrid PBL models warrant investigation.

    Original languageEnglish
    Pages (from-to)182-186
    Number of pages5
    JournalProfessioni Infermieristiche
    Volume66
    Issue number3
    Publication statusPublished - 2013

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