Merging Problem-Based Learning and Simulation as an Innovative Pedagogy in Nurse Education

Abstract 

Current curriculum models rely heavily on conventional teacher-centered approaches to student learning. Recent literature challenges educators to implement student-centered learning approaches. Health care complexities that confront the future of nursing education, combined with the demands of technologically literate students, challenge educators to be responsive and proactive to advance student-centered learning. Undertaking a scholarly approach to teaching and learning is in keeping with the concept of integrative learning. This article discusses the merger of two active-learning strategies, problem-based learning and simulation, on the basis of a review of recent literature, as well as the scholarly approach undertaken to develop an innovative teaching–learning strategy. Last, it recommends potential pedagogical advantages of combining these strategies in nurse education. This discussion article presents the rationale for merging two well-known teaching strategies for a baccalaureate nursing program at University College Cork, Ireland.

KeyWords: problem-based learning, simulation, nurse educators, pedagogy, learning-centered education