The Benefits of Utilising Problem Based Learning (PBL) in a Nurse Practitioner Curriculum Annaliese Willis Helen Ward London South Bank University, UK

Introduction MSc Nurse Practitioner (Strategic Leadership & Expert Practice) programme Provides Nurse Practitioner (NP) role preparation Aimed at qualified, experienced nurses in primary and secondary care settings Develops strategic leadership & expert practice skills

MSc Nurse Practitioner (Strategic Leadership & Expert Practice) Offered within the Strategic Leadership & Expert Practice (SLEP) framework at London South Bank University, UK. Other programmes in the SLEP framework include: – MSc Childrens Advanced Nurse Practitioner – MSc Nurse Practitioner: Cancer Care – MSc Nursing Practice Development – MSc Education

MSc Nurse Practitioner (Strategic Leadership & Expert Practice) Programme comprises: 4 core units and 4 pathway units 2 clinical placements 3 hours per week protected clinical development time Dissertation PBL used as a teaching and learning strategy

The NP needs to be: An autonomous problem-solver and decision-maker A team worker A leader An effective communicator and negotiator Able to apply evidence Competent in managing clinical complexity and uncertainty

Facilitative teaching strategies Promote independent learners able to identify, meet & evaluate their learning needs Facilitate the development of high level thinking skills and reflective skills PBL found to be helpful for the development of critical thinking and clinical decision- making abilities in NP students (Robinson, 1998)

Responding to Learning Styles Student Centred Directed Learner Teacher Centred Self Directed Learner PBL Lecture / Demonstration

Purpose of using PBL Applied / contextually relevant Develops practitioner competence Enables deep learning Reflects complexity of clinical area Group process Facilitates knowledge management Delivers lifelong learners

PBL Process Case study approach over 3-4 weeks Introduction to case Resource week Solving the case PBL used in 3 consecutive modules and cases become more complex Cases adapted in final module to re- challenge students

Analysis Students found first PBL module difficult Students unconsciously incompetent – unaware of knowledge / skills deficits Group dynamic challenging Lack of appreciation for amount of individual study required How to present work – format / depth Enjoyed resources, particularly anatomy lab Student change of attitude in final PBL module

Evaluation More direction in first PBL module Group dynamic – size Importance of teacher attributes Formative feedback on individual study Workbooks to support themes Variation in cases in final PBL module

Using PBL with qualified NPs Continuing professional development (CPD) masters level unit offered to qualified NPs at LSBU First PBL unit adapted to meet their needs Attendance at university for 3 hours per week Same PBL process and resources

Comparison Qualified NPs more open to PBL as a learning strategy Group dynamic Able to draw on clinical knowledge more effectively Consciously incompetent – very aware of knowledge / skill deficits

Summary PBL successful teaching & learning strategy Not without challenges for students and teachers Develops competence in managing clinical complexity Suitable learning approach for novice and experienced NPs