台灣護理問題導向學習20年的回顧與展望：從原型到多元的創新教學

Retrospect and Prospect of Nursing Problem-Based Learning 20 Years in Taiwan: From Origin to Multiple Models in Innovative Teaching

10.6530/YYN.202307_17(2).0001

周汎澔(Fan-Hao Chou)；王曉鈴(Hsiao-Ling Wang)

問題導向學習 ； 護理 ； 原型 ； 多元 ； 創新教學 ； PBL ； nursing ； origin ； multiple ； innovative teaching

源遠護理

17卷2期（2023 / 07 / 01）

5 - 11

繁體中文;英文

問題導向學習（Problem-based learning, PBL）已被各界採用超過50年，台灣的PBL護理教學也實行20多年，從選修課到必修課、從整學期到部份週數執行的課程設計；隨著時間演進、資訊快速的發展，多元教學策略也紛紛出籠，而PBL仍是使用最多的教學策略之一。本篇主要藉由回顧筆者於2002年至加拿大學習PBL以及和許多同儕一起努力於校內、校際推動PBL護理教學之經驗歷程，進一步剖析台灣護理PBL 20年來從McMaster原型到多元教學模式的轉變；溫故知新並展望以學生為中心的PBL於台灣護理教育之發展，期使護理教育能順應時代變化，符合時代需求，培養更多具批判性思考、自我學習以及問題解決能力的護理專業人才。

Problem-based learning (PBL) has been implanted in the world over 50 years. In Taiwan, it also has been employed in nursing teaching for more than 20 years, from elective courses to required courses, and from a whole semester to some weeks of a semester. Multiple teaching strategies have also emerged following time progressing and fast development of informatics. PBL is still one of the most employed teaching strategies. This paper aimed to share the first author's experience in the beginning of studying PBL from Canada in 2002, and then promoting PBL in nursing teaching with nursing scholars on campus and universities. In addition, we further dissected the transformation from McMaster origin to multiple models of Taiwan nursing PBL. To recall the past and understand the future of continual development in regarding the student-based PBL in Taiwan nursing education, it is expected that nursing education could adjust to the changeable era and accord with its needs, as well as cultivate more nursing professionals with critical thinking skills, self-directed learning and problem solving.

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