Abstract：
:Student-centred forms of learning have gained favour internationally over the last few decades including problem based learning, an approach now incorporated in medicine, nursing and other disciplines' education in many countries. However, it is still new in Thailand and being piloted to try to offset traditional forms of didactic, teacher-centred forms of teaching. In this qualitative study, 25 undergraduate nursing students in northern Thailand were interviewed about their experiences with problem-based learning in a health promotion subject. Content analysis was used to interrogate interview data, which revealed four categories: adapting, seeking assistance, self-development, and thinking process development. Initially participants had mixed emotions of confusion, negativity or boredom in the adaption process, but expressed satisfaction with creativity in learning, group work, and leadership development. They described increased abilities to problem solve and think critically, but struggled to develop questioning behaviours in learning. Socio-culturally in Thai education, students have great respect for teachers, but rarely question or challenge them or their learning. We conclude that problem-based learning has great potential in Thai nursing education, but educators and systems need to systematically prepare appropriate learning environments, their staff and students, to incorporate this within curricula.
journal_name
Nurse Educ Practjournal_title
Nurse education in practiceauthors
Klunklin A,Subpaiboongid P,Keitlertnapha P,Viseskul N,Turale Sdoi
10.1016/j.nepr.2011.03.011subject
Has Abstractpub_date
2011-11-01 00:00:00pages
370-4issue
6eissn
1471-5953issn
1873-5223pii
S1471-5953(11)00051-5journal_volume
11pub_type
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