Framework for adopting a problem-based learning approach in a simulated clinical setting

Kam Yuet Wong, Sharon Cheung, Loretta Chung, Kitty Chan, Engle Angela Chan, Shing Shun Tony To, Maria Wong

Research output: Journal article publicationJournal articleAcademic researchpeer-review

20 Citations (Scopus)


The problem-based learning (PBL) approach applied in the clinical setting is different from that applied in the classroom setting. This study analyzed a learning and teaching episode in a simulated clinical situation using the PBL approach. Conversation analysis was used to examine the scenario. Data analysis revealed six key manifestations of this learning arrangement: collection of information, data analysis, formulation of hypotheses, validation, discussion and reflection, and learning synthesis. The simulated clinical environment provided realism in learning and allowed students to experience a full range of learning issues within a short time frame. Problem-based learning was a deliberate approach that helped students achieve the following learning outcomes: patient-focused care, student-directed learning, inductive learning, and translation of theoretical knowledge into practical information. Learning was further enhanced with postsimulation self-evaluation and peer analyses. The incorporation of the PBL approach can bring out the optimal effects in a simulated learning environment.
Original languageEnglish
Pages (from-to)508-514
Number of pages7
JournalJournal of Nursing Education
Issue number11
Publication statusPublished - 1 Nov 2008

ASJC Scopus subject areas

  • Nursing(all)
  • Education


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