ABSTRACT
Problem-solving and critical thinking are essential in nursing; therefore, nurse educators must equip students with these skills. Through a campus-wide initiative to foster problem-solving skills (Quality Enhancement Plan), five school of nursing faculty implemented new pedagogical approaches in face-to-face and online courses. This article discusses the problem-based approaches in nursing education implemented at a state university and their effects on student learning.
Subject(s)
Education, Nursing, Baccalaureate , Education, Nursing , Students, Nursing , Faculty, Nursing , Humans , Problem Solving , ThinkingABSTRACT
AIM: The purpose of this integrative review was to synthesize research to address two questions about phenomenology in nursing education: How has Husserlian phenomenology been used in nursing education? What is the importance of Husserlian phenomenology in nursing education? BACKGROUND: Phenomenology is utilized in nursing education to explore the experiences of faculty and students. METHOD: Whittemore and Knafl's integrative method guided the analysis of the research. Nine articles meeting inclusion criteria were reviewed. Studies addressed faculty student experiences. RESULTS: The reviewed research revealed that phenomenology is used in nursing education to understand, identify, describe, and explore various phenomena. CONCLUSION: New knowledge gained from this integrative review about phenomenology is beneficial to nursing education.