Preparing new nurses with complexity science and problem-based learning.
Successful nurses function effectively with adaptability, improvability, and interconnectedness, and can see emerging and unpredictable complex problems. Preparing new nurses for complexity requires a significant change in prevalent but dated nursing education models for rising graduates. The science of complexity coupled with problem-based learning and peer review contributes a feasible framework for a constructivist learning environment to examine real-time systems data; explore uncertainty, inherent patterns, and ambiguity; and develop skills for unstructured problem solving. This article describes a pilot study of a problem-based learning strategy guided by principles of complexity science in a community clinical nursing course. Thirty-five senior nursing students participated during a 3-year period. Assessments included peer review, a final project paper, reflection, and a satisfaction survey. Results were higher than expected levels of student satisfaction, increased breadth and analysis of complex data, acknowledgment of community as complex adaptive systems, and overall higher level thinking skills than in previous years.
Georgia Baptist College of Nursing, Mercer University, 3001 Mercer University Drive, Atlanta, GA 30341, USA. hodges_hf@mercer.edu
Helen F
HF
Hodges
D001291:Attitude of Health Personnel; D002983:Clinical Competence; D003152:Community Health Nursing / Q000193:education*; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D006126:Group Processes; D006801:Humans; D007400:Interprofessional Relations; D017145:Models, Educational; D017711:Nonlinear Dynamics; D015402:Nursing Education Research; D018024:Peer Review, Health Care; D010687:Philosophy, Nursing; D010865:Pilot Projects; D018794:Problem-Based Learning / Q000458:organization & administration*; D015397:Program Evaluation; D013338:Students, Nursing / Q000523:psychology*; D013598:Systems Theory; D013850:Thinking