Nursing students' experiences of what influences achievement of learning outcomes in a problem-based learning context: A qualitative descriptive study

Aim: This study aimed to describe nursing students' experiences of what facilitate or impede the achievement of learning outcomes in PBL-based nursing education. Design: A qualitative descriptive design was used. Methods: Data were collected from individual semi-structured interviews with 18 undergraduate nursing students in Sweden and were analysed using Burnard's qualitative content analysis. Results: The results were organized into three categories: (a) understanding of the required level of knowledge depth (b) tutor's engagement and (c) student base group interactions. These categories represent essential components of PBL that could either facilitate or impede students' achievement of learning outcomes in nursing education. To improve the students' opportunities to achieve the learning outcomes, proper introduction of and a continuous education on PBL as a pedagogical method provided both to students and tutors should be considered important.Y

Automated summary

This study aimed to explore what facilitates or impedes nursing students' achievement of learning outcomes in PBL-based nursing education. The results identified three key categories: understanding the required knowledge depth, tutor engagement, and student group interactions, as essential components in determining student success in achieving learning outcomes. Proper introduction and continuous education on PBL for both students and tutors are crucial in enhancing students' opportunities to reach their learning goals.