Problem-based learning for advanced nurse practitioners
Art & Science Previous     Next

Problem-based learning for advanced nurse practitioners

Amanda Featherstone Lecturer/advanced nurse practitioner in general practice, Royal Marsden NHS Foundation Trust, London
Ali Hodge Lecturer/matron, Royal Marsden NHS Foundation Trust, London

Amanda Featherstone and Ali Hodge report on an innovative approach to educating specialist cancer nurses in advanced practice

This article discusses the use of problem-based learning (PBL) in two advanced practice modules. The modules form part of an MSc in advanced practice in cancer care. In the second module the concept of working with partners is developed through the introduction of two new roles, student advanced nurse practitioner and mentor, culminating in high-fidelity simulation scenarios. This allows students to articulate critical thinking and extend clinical decision-making skills. The high-fidelity simulation scenarios are adapted according to student responses, mirroring reality. ‘On-stage’ facilitators provide subtle in-scenario debriefing and scenarios incorporate discussions from previous scenarios.

Implications of this safe learning environment for education and practice are discussed. Outcomes include students’ ability to crystallise their understanding from PBL. Formal testing, using Objective Structured Clinical Examinations and Objective Structured Clinical Assessments, demonstrates synthesis of knowledge into practice. Evaluation from students is positive.

Cancer Nursing Practice. 14, 1,16-21. doi: 10.7748/cnp.14.1.16.e1169

Correspondence

amanda.featherstone1@gmail.com

Peer review

This article has been subject to double blind peer review

Conflict of interest

None declared

Received: 02 December 2014

Accepted: 14 January 2015