Problem-based learning: Developing resilience in nursing students

A society needs mature and confident nurse practitioners, who are able to think analytically and flexibly, recognize needs for further preparation, and willing to engage in self-development. Concern is raised regarding how educators will build the capacity of resilient students with a knowledge base and a minimum set of skills in responding to various issues and for engaging in self-reflection. Drawing on the framework of nursing competencies and global standards for the education of professional nurses, resilient students may contribute through their social competence, problem-solving ability, sense of purpose, and persistence in the process to achieve the goal of the project. Educators should know how to build the resilient attribute in students by encouraging them to engage in self-reflection. This article discusses four areas that help students build resilience from project-based learning of a small group: the impact of problem-based learning at clinical practice, project/problem-based learning, resilient nursing student, and developing nursing students’ resilience. Self-assessment to check the promoting skills for teaching in a problem-based learning program helps the faculty holding the empowerment to encourage or support the students to face the challenge within the small team.

摘要社會需求成熟且有自信的護理專業人員，他們能夠分析思考且有彈性的，能認知更進一步的準備並願意參與自我發展。目前不斷地增加考量教育者如何建立具韌性學生擁有知識基礎且能反映各種問題並參與自省的能力，已日益受到重視。根據護理能力的架構和護理專業的全球標準，具韌性的學生能貢獻他們的社會能力、問題解決能力、意志力和持續堅持達成目標；而護理教師必須知曉如何鼓勵學生參與自我反省建立具韌性的學生。本文將討論幫助學生從小組專案導向學習建立韌性的四方向，包含臨床問題導向學習的衝擊、專案或問題導向學習、具韌性的護理學生，以及發展護理學生的韌性。應用自我評估測量促進問題導向學習計畫幫助教師擁有賦能，能鼓勵或支持學生面對小組的挑戰。