Following the forsaken: A procedural description of a problem‐based learning program in a school of nursing studies

This paper reports the findings of one stage in an ongoing project to evaluate, from the students' perspectives, a student-centered problem-based learning (PBL) program in a School of Nursing Studies. We begin by making a comparison between teacher-centered education and religious devotion, and liken PBL to a congregation without a priest. A topographical account of the setting follows, describing the typical activities and events that characterize the program. Throughout the course of this account, a number of issues arise: the role of the facilitator, group dynamics, mutual responsibility and motivation for learning. These are touched on briefly, but we do not attempt to make a substantive theoretical contribution. Despite the widespread popularity of PBL in nursing schools, there have been few empirical studies conducted and, consequently, the adoption of PBL in nursing has been dependent upon the research of the very different discipline of medicine and medical education.