Computer-supported collaborative problem-based learning: an instructional design architecture for virtual learning in nursing education

It is hypothesized that problem-based learning has many advantages for learning and teaching, especially in practice-oriented professions. Although there is consensus on the generalized view of the process, there is not much in the form of specific guidelines on how problem-based learning (PBL) can be put to maximum use in group-based learning and teaching environments. Furthermore, little is known about what actually happens in the various phases of the process (such as problem analysis) and how these can be activated and systematically enhanced. The project reported in this paper set out to fill this particular void. Nurses encounter problem situations on a regular basis as part of their work, which makes it imperative that graduating nurses are conversant with the problem-solving process as they make their transition from the classroom into the workforce. A sure and quick way to ensure this transition is to engage students in problem-based learning. In the course selected for this project, students were presented with three authentic problem situations representative of the content of the course. Students were required to approach the study of the problem with a defined architecture, which required focused reflections and the presentation of a critical reflection record at the end of a study period. All of these learning activities took place in a computer-mediated communications environment that enabled sharing of opinions and views on each of the problems among the student group. A study of the critical reflections of students on the problem situations revealed evidence of a systematic approach to problem analysis and problem solving.