Problem Based Learning in an Undergraduate Nursing, Article Critique Example

The case study introduces some excellent problem solving theories very eloquently concerning the analysis of theoretical and practical based learning models for nurses. The case study clearly explains that nurses need critical thinking and problem solving skills upon graduation. The case study provides a strong viewpoint on the essential elements of developing a skill set that allows the nurses to perform at the highest level.

The case study should have provided more discussion concerning the current gaps between the problem solving methods taught at the academic level versus the methods utilized in a clinical settings.  The educational theoretical methods or didactic curriculums do not match the critical thinking skills being applied by nurses in the hospital clinical environment.  The nurses learn these problem solving skills or critical thinking skills at the education level, learning to work with patients while applying their knowledge of clinical procedures. However, nurses are reporting to the hospitals unprepared lacking the primary critical thinking skills, communication skills, inability to diagnose illnesses from simple to complex health conditions.

The nursing students are in agreement, that they do not receive adequate training in areas of critical thinking, quality improvements and problems solving. According to Wood(2010), ” Overall, 38.6 percent of new, bachelor’s and associate’s degree-prepared nurses responding said they thought that they were “poorly” or “very poorly” prepared about or had “never heard of” Quality Improvement QI”.

The nurses are being taught in a didactic environment with lectures providing theoretical applications; however, the nurses need to be taught critical thinking skills along with practical applications. The case study does not provide enough evidence to support their theories about practical and theorectical issues. The supporting references provide a solid foundation to prove there is major issues at the educational level. However, there is no statistical numbers or surveys to support the case study claims. The can be opposition to the assumptions made by Kaddoura (2005), in a study supporting a Critical Thinking (CT) teaching model, however, the study  provided valuable survey statistics to support their claims. The survey used in this research was a comparative descriptive survey that sampled 103 participants; 65 students from the CBL nursing program and 38 students from the didactic lecture based nursing program.

According to Kaddoura (2005), a study concluded that:

As the significant (p) value was less than 0.05, the null hypothesis can be rejected. Therefore, the data suggest that there was a significant difference in CT scores between the two groups. Thus, the data from this study’s findings concluded that the nursing students in the CBL group obtained significantly higher scores on the of skills measurements than those in the lecture-based program.

The article provides an excellent explanation about the academic and professional community not providing enough emphasis on integrating all the different learning theories. The study provides an excellent presentation of current model that combines the theoretical, practical and nursing concepts to ensure the nurses receive a blend learning platform. The case study makes a valid point that theoretical and practical models should include both the hospital industry and educational institutions when improving the learning models. CBL is a teaching method that integrates concepts, theories and practice over time in a variety of settings. It promotes reflection, teacher-student dialogue, and group discussions (as cited in (Ferrario, 2003, as cited in Kaddoura 2005).

The case study provides an excellent analysis of the reasons the nursing problem solving skills are not adequate. The study does an excellent job bringing to the forefront that educational teaching practices vary from educational institution to practices applied at different hospitals.

One the most important points are presented by the case study is educational model is the educational model does not include enough practical application. The United Kingdom education system attempted to return to nursing practical apprenticeship program. The program was called Project 2000 apprenticeship program, which tried to bridge the gap on theoretical and practical learning for nursing students. However, the educational and government system could not agree on the curriculum changes.

The case study summary provides good insight concerning the need for nurses to learn the problems-solving skill set for the patient as well as the family. Nurses must be taught the practical application of educating patients and the family in the hospital setting using critical thinking learning modules. In a study performed by Kaddoura (2011),” A strategic review of the didactic nursing program took place and led to a complete review of their nursing curriculum to integrate teaching and learning activities that develops students’ Critical Thinking (CT)”.

The case study puts emphasis solid emphasis on the theoretical and practice methods, however more time should have been spent on the subject of how unprepared the nurses are entering the hospital workforce unprepared. This is a critical piece of research that brings all the theories together based on the input from the students that are actually impacted by the different types of nursing training methodologies. A 2001 survey of 754 employers of recent nursing graduates suggests that new nurses are unprepared for many routine practice functions.  (NCSBN, 2002 as cited in Robert Wood Johnson Foundation, 2011). The case study should have provided feedback from the nursing students which give the study a much more powerful presentation. The primary area of concern is the nurse’s inability to function in clinical situations, which points to lack of critical thinking training. According to Weiland, Altmiller & Wolf (2007),” Transition into the role of registered nurse after graduation from nursing education programs results in new nurses feeling overwhelmed and unprepared for the challenges of the workplace.

Conclusion

The findings found in the case study have supporting research completed by educational references. The overall case study brought about very pertinent points, however, more statistical information should have been provided to support their theory. The case study does not contribute enough discussion concerning the current gaps between the problem solving methods taught at the academic level. The cased study references provided a solid foundation and groundwork to prove that a problem exists, but the statistical information gives the case study more credence and credibility.

References

Kaddoura. (2005). Critical thinking skills of Nursing students in lecture-based teaching and case-based learning. International Journal for the Scholarship of Teaching and Learning, Vol.5, No. 2

Robert Wood Johnson Foundation. (2011). The value of Nurse education and residency programs. Retrieved from http://thefutureofnursing.org/sites/default/files/Value%20of%20Nurse%20Education%20and%20Residency%20Programs.pdf

Wood,D. (2010).New nurses feel unprepared to focus on quality improvement. Retrieved from http://www.nursezone.com/recent-graduates/recent-graduates-featured-articles/New-Nurses-Feel-Unprepared-to-Focus-on-Quality-Improvement_33182.aspx

Weiland, D.,Altmiller,G. & Wolf,Z.(2007). Clinical transition of baccalaureate nursing students during preceptored, pregraduation practicums.Nursing Education Perspective,28(6)315-21