The Theoretical Links Between Problem-based Learning and Self-directed Learning for Continuing Professional Nursing Education
| Autor: | Bev Williams |
|---|---|
| Rok vydání: | 2001 |
| Předmět: |
Medical education
Independent study ComputingMilieux_THECOMPUTINGPROFESSION Education theory Professional development Professional studies Experiential learning Education InformationSystems_GENERAL Problem-based learning Professional learning community Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Nurse education Psychology |
| Zdroj: | Teaching in Higher Education. 6:85-98 |
| ISSN: | 1470-1294 1356-2517 |
| Popis: | Professional undergraduate nursing education programmes share the goal of preparing competent graduates who will successfully make the transition to the world of professional nursing practice. Furthermore, society demands continued professional accountability for competence in an era of exponential knowledge proliferation and technological change. One way to meet this demand is for every practicing professional to engage in continuing professional nursing education. If professional nurses are to maximize continuous learning, they need to be able to manage and monitor their own learning. This means that professional nurses engaged in continuous learning should have the ability to be self directed. The use of problem-based learning (PBL) as an instructional methodology in undergraduate nursing curricula has been identified as one way to facilitate the development of nursing students' abilities to become self-directed in learning. The theoretical links between PBL and self-directed learning are discussed. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
| Nepřihlášeným uživatelům se plný text nezobrazuje | K zobrazení výsledku je třeba se přihlásit. |