title: Problem-based learning in children's nursing: transcending doubts to exceeding expectations.
abstract: Problem-based learning (PBL) is well established in health education. It is regarded as a constructionist approach to education that emphasizes students' active engagement with the learning process, self-direction, and learning in a meaningful context. This article details the experiences of nurse lecturers in one university in the Republic of Ireland during the introduction of a PBL module to students enrolled in a higher diploma in children's nursing program. All lecturers attended a three-day training program on the principles and processes of PBL. The lecturers, all experienced nurse educators, had no prior experience in implementing PBL. Data collection involved the use of reflective journals and group meetings. Thematic content analysis revealed key themes that chart the journey from transcending doubts to exceeding expectations of the PBL process.
authors.affiliation: School of Nursing, Dublin City University, Glasnevin, Ireland. sara.raftery@dcu.edu
authors.forename: Sara E C
authors.initials: SE
authors.lastname: Raftery
authors.forename: Mary P
authors.initials: MP
authors.lastname: Clynes
authors.forename: Colleen
authors.initials: C
authors.lastname: O'Neill
authors.forename: Emer
authors.initials: E
authors.lastname: Ward
authors.forename: Imelda
authors.initials: I
authors.lastname: Coyne
mesh_terms: D002648:Child; D005181:Faculty, Nursing; D006801:Humans; D007494:Ireland; D010371:Pediatric Nursing / Q000193:education*; D018794:Problem-Based Learning