Incorporation of constructivist assumptions into problem-based instruction: A literature review

Abstract

Objectives: The purpose of this literature review was to explore the use of distinct assumptions of constructivism when studying the impact of problem-based learning (PBL) on learners in undergraduate nursing programs. Design: Content analysis research technique. Data sources: The literature review included information retrieved from sources selected via electronic databases, such as EBSCOhost, ProQuest, Sage Publications, SLACK Incorporation, Springhouse Corporation, and Digital Dissertations. Review methods: The literature review was conducted utilizing key terms and phrases associated with problem-based learning in undergraduate nursing education. Out of the 100 reviewed abstracts, only 15 studies met the inclusion criteria for the review. Four constructivist assumptions based the review process allowing for analysis and evaluation of the findings, followed by identification of issues and recommendations for the discipline and its research practice in the field of PBL. Results: This literature review provided evidence that the nursing discipline is employing PBL in its programs, yet with limited data supporting conceptions of the constructivist perspective underlying this pedagogical approach. Three major issues were assessed and formed the basis for subsequent recommendations: (a) limited use of a theoretical framework and absence of constructivism in most of the studies, (b) incompatibility between research measures and research outcomes, and (c) brief exposure to PBL during which the change was measured. Conclusion: Educators have made the right choice in employing PBL as a pedagogical practice, yet the need to base implementation on constructivism is mandatory if the aim is a better preparation of graduates for practice. Undeniably there is limited convincing evidence regarding integration of constructivism in nursing education. Research that assesses the impact of PBL on learners' problem-solving and communication skills, self-direction, and motivation is paramount. © 2014 Elsevier Ltd.