Nursing Students' Experiences with Facilitator in Problem-Based Learning Class
Purpose: Problem-based learning (PBL) is now extensively utilized within contemporary nursing education. This study was done to explore the nursing students' experiences with facilitators in PBL classes as they transitioned from the first package to the fourth package during the entire sophomor...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Elsevier
2013-12-01
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| Series: | Asian Nursing Research |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S1976131713000613 |
| _version_ | 1819212671042453504 |
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| author | Jin Hyang Yang, PhD, RN BokSun Yang, PhD, RN |
| author_facet | Jin Hyang Yang, PhD, RN BokSun Yang, PhD, RN |
| author_sort | Jin Hyang Yang, PhD, RN |
| collection | DOAJ |
| description | Purpose: Problem-based learning (PBL) is now extensively utilized within contemporary nursing education. This study was done to explore the nursing students' experiences with facilitators in PBL classes as they transitioned from the first package to the fourth package during the entire sophomore year.
Methods: Twelve nursing students who had taken the course were interviewed after PBL classes. Data were analyzed using dimensional and comparative analysis based on Strauss and Corbin's grounded theory.
Results: Findings were organized into phases of participants' experiences with facilitators during PBL classes. They faced interpersonal relationship challenges with facilitators as they moved through the three phases of the continuum: feeling uneasy, overcoming the uneasiness, and valuing the help of the facilitator. In the beginning, uneasiness resulted from proximity to the facilitator. However, seven strategies were derived to respond to the uneasiness during the continuum: (a) searching for information about the facilitator, (b) making efforts to build a positive impression with the facilitator, (c) wanting facilitation, (d) weighing own experiences with facilitator against others' experiences, (e) following facilitator's guidance, (f) reflecting on facilitation experience, and (g) retaining facilitator's remarks.
Conclusion: Participants overcame the uneasiness and accepted the facilitator as an advisor. These results are significant in providing optimal facilitation for students in PBL classes because they are based on the PBL participants' perspectives of facilitation. Further studies related to facilitators' experiences in the PBL are recommended. |
| first_indexed | 2024-12-23T06:46:40Z |
| format | Article |
| id | doaj.art-d3971e60c3654e9895c728328705e2b8 |
| institution | Directory Open Access Journal |
| issn | 1976-1317 |
| language | English |
| last_indexed | 2024-12-23T06:46:40Z |
| publishDate | 2013-12-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Asian Nursing Research |
| spelling | doaj.art-d3971e60c3654e9895c728328705e2b82022-12-21T17:56:33ZengElsevierAsian Nursing Research1976-13172013-12-017419820410.1016/j.anr.2013.10.002Nursing Students' Experiences with Facilitator in Problem-Based Learning ClassJin Hyang Yang, PhD, RN0BokSun Yang, PhD, RN1Inje Univesity, Pusan, South KoreaDepartment of Nursing, Jesus University, Jeonju, South KoreaPurpose: Problem-based learning (PBL) is now extensively utilized within contemporary nursing education. This study was done to explore the nursing students' experiences with facilitators in PBL classes as they transitioned from the first package to the fourth package during the entire sophomore year. Methods: Twelve nursing students who had taken the course were interviewed after PBL classes. Data were analyzed using dimensional and comparative analysis based on Strauss and Corbin's grounded theory. Results: Findings were organized into phases of participants' experiences with facilitators during PBL classes. They faced interpersonal relationship challenges with facilitators as they moved through the three phases of the continuum: feeling uneasy, overcoming the uneasiness, and valuing the help of the facilitator. In the beginning, uneasiness resulted from proximity to the facilitator. However, seven strategies were derived to respond to the uneasiness during the continuum: (a) searching for information about the facilitator, (b) making efforts to build a positive impression with the facilitator, (c) wanting facilitation, (d) weighing own experiences with facilitator against others' experiences, (e) following facilitator's guidance, (f) reflecting on facilitation experience, and (g) retaining facilitator's remarks. Conclusion: Participants overcame the uneasiness and accepted the facilitator as an advisor. These results are significant in providing optimal facilitation for students in PBL classes because they are based on the PBL participants' perspectives of facilitation. Further studies related to facilitators' experiences in the PBL are recommended.http://www.sciencedirect.com/science/article/pii/S1976131713000613totutortutorialproblem-based learning |
| spellingShingle | Jin Hyang Yang, PhD, RN BokSun Yang, PhD, RN Nursing Students' Experiences with Facilitator in Problem-Based Learning Class Asian Nursing Research totutor tutorial problem-based learning |
| title | Nursing Students' Experiences with Facilitator in Problem-Based Learning Class |
| title_full | Nursing Students' Experiences with Facilitator in Problem-Based Learning Class |
| title_fullStr | Nursing Students' Experiences with Facilitator in Problem-Based Learning Class |
| title_full_unstemmed | Nursing Students' Experiences with Facilitator in Problem-Based Learning Class |
| title_short | Nursing Students' Experiences with Facilitator in Problem-Based Learning Class |
| title_sort | nursing students experiences with facilitator in problem based learning class |
| topic | totutor tutorial problem-based learning |
| url | http://www.sciencedirect.com/science/article/pii/S1976131713000613 |
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