Creating tension: undergraduate student nurses' responses to a problem-based learning curriculum.

@article{Biley1999CreatingTU,
  title={Creating tension: undergraduate student nurses' responses to a problem-based learning curriculum.},
  author={Francis C Biley},
  journal={Nurse education today},
  year={1999},
  volume={19 7},
  pages={586-91}
}
Qualitative data were collected from undergraduate student nurses (n = 45) who were participating in a problem-based learning programme of education. Data analysis, using a modified grounded theory method, revealed that although it was perceived that there were considerable benefits to be gained from problem-based learning, there were also some disadvantages. A category that was labelled 'creating tension', which consisted of two sub-categories, namely 'making the transition' and 'remembering… CONTINUE READING