Students and Faculty Perspectives of a Problem-Based Learning Online Nursing Ethics Seminar in Japan

Abstract

Purpose This qualitative study captured nurse academics’ experience of creating an online nursing ethics seminar at post graduate level through an action research process. Methods A template for reflections from students and staff about their experience of the seminar was used. Responses were received from students and staff who participated in the seminar and analysed for key themes. Results The 10 student participants and 5 Japanese teaching staff reported overall positive experiences with the implementation. Key themes emerging were building on learning; participation and group engagement; facilitation versus expert delivery; and translation into practice. Conclusion The findings are consistent with attempts to implement PBL and online learning elsewhere, but yet to be widely adopted in Japan. There is a need to embed inquiry-based learning PBL approaches in Japanese higher education. This study provides encouragement to participants and others considering implementing online PBL in nursing courses.

Keywords

• problem-based learning
• action-research
• education
• ethics education
• online learning