| Learning Experiences of Graduate Nursing Students through Problem-based Learning Curriculum |
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Myung Sun Hyun1, Sun Ah Kim2 |
1Division of Nursing Science. College of Medicine, Ajou University
2School of Nursing, Yonsei University |
| 문제중심 학습 방법[Problem-based learning method]
을 통한 대학원 학생들의 학습 경험 연구 |
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현명선1, 김선아2 |
1아주대학교 의과대학 간호학부 조교수
2연세대학교 간호대학 부교수 |
Correspondence:
Myung Sun Hyun, Tel: 82-31-219-5156,
Email: mhyun@ajou.ac.kr
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| Abstract |
Purpose
This study was to understand the learning experiences of graduate nursing students through the Problem-based learning curriculum.
Methods
Six graduate students were included in this study. Of six subjects, four were nurses in the hospital, two were school health nurses in the elementary school. The Problem-based learning curriculum was provided for those subjects in Education Graduate School in A University from March, 2000 to June, 2000. Data were collected through the reflective journal of the subjects. The data were analyzed by the content analysis in the framework of the Grounded Theory method as suggested by Strauss and Corbin(1990) which is useful in discovering and understanding the learning experiences of the subjects. Fourteen concepts were identified from the data.
Results
It was found that their experiences were identified through the three stages of learning process. First, during the beginning stage, the subjects experienced adjusting to the group work as the learning method, uncertainty to the learning process, difficulty of finding problem solving in problem based situation, reflection about one's role in real field, recognizing a need for self directed study, and recognizing a gap between theory and practice. Then, during the middle stage, they experienced burden for study preparation, conflict for applicability of learned knowledge to the real situation, satisfaction for the learning of knowledge required in real situation, and certainty to knowledge learning by teacher's lecture. Finally, during the terminal stage, they experienced promotion of self-image in real field, promotion of potential for problem solving, expectation for positive change in real field by one*s role, and change in one's study and life pattern.
Conclusion
This study helps to understand and discover the experiences of graduate students through the Problem-based learning curriculum. Therefore, this study can provide the basic data and direction in developing and applying Problem-based learning curriculum in education. |
| Key Words:
Problem-based learning; learning experiences; content analysis |
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