Problem-based learning in clinical practice: Employment and education as development partners

In this project tutorial small group working sessions of problem-based learning were carried out in the long-term care practice period of nursing students. The purpose was to describe nursing students’ learning when tutorial work was carried out during their first clinical practice period. The students had one PBL cycle during their four weeks’ clinical practice consisting of two tutorial sessions where clinical mentors and the teacher worked together as tutors. The students were pre-tested before the clinical practice and post-tested afterwards using a questionnaire. The questionnaire had been used in pilot projects during 2004–2005. Altogether, 40 nursing students participated in the study. There were statistically significant differences between pre- and post-test in “PBL-learning skills” (p<0.001) and “interaction with old patients” (p<0.001). The means of items “Interested in work in long-term care” and “Own attitude towards long-term care” had increased between pre- and post-test. In conclusion it can be suggested that carrying out tutorials in nursing students’ clinical practice is beneficial.