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Problem-based Learning and Mental Health Nursing: A constructivist grounded theory

Cooper, Carol (2013) Problem-based Learning and Mental Health Nursing: A constructivist grounded theory. DMedSci thesis, University of Sheffield.

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Abstract

This thesis explores the experiences of a group of newly qualified Mental Health Nurses (NQN) who were educated using a new Problem-based Learning (PBL) curriculum. It begins by outlining the literature and other drivers that shaped the design and delivery of this programme. Drawing on an initial evaluation of the programme together with a consideration of the literature a number of foreshadowed questions were identified that informed the constructivist grounded theory approach that the study adopted. Data were collected from former students and their supervisors using telephone interviews and analysed using constant comparison. The resultant theory describes a temporal model of the students’ experiences and identifies three basic processes that shaped their learning. These were: Struggling; Resolving; Performing. The findings support the use of PBL in developing the necessary skills and knowledge needed for Mental Health Nurses. The quality of the theory is appraised using relevant criteria. The thesis concludes by comparing the theory with the literature and considers the implications of the study for education and future research.

Item Type: Thesis (DMedSci)
Keywords: Problem-based Learning, Mental health Nursing, Constructivivist Grounded Theory,
Academic Units: The University of Sheffield > Faculty of Medicine, Dentistry and Health (Sheffield) > Nursing and Midwifery (Sheffield)
Identification Number/EthosID: uk.bl.ethos.581786
Depositing User: Dr Carol Cooper
Date Deposited: 28 Nov 2013 11:35
Last Modified: 03 Oct 2016 10:46
URI: http://etheses.whiterose.ac.uk/id/eprint/4780

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