Students’ perspectives on the congruence and effectiveness of a problem-based learning approach to teach recovery-oriented practice: A mixed method study

Abstract

Aim

The purpose of this paper is to discuss student’s perspectives on the congruence of problem-based learning (PBL) and recovery-oriented practice (ROP) and the effectiveness of the PBL approach used to teach ROP in a postgraduate nursing module.

Background

The recovery-oriented practice module was part of Postgraduate Diploma in Mental Health Nursing.

Design

The study used a mixed methods methodology.

Methods

Data were collected using a survey and focus group from 33 students who completed the module as part of a Higher Diploma in Mental Health Nursing in 2022. Survey data were analysed using descriptive statistics. Interview data were analysed using thematic analysis.

Results

In the survey, 100 % of students strongly agreed, or agreed, that they had a better understanding of the subject after completing the module. 81 % strongly agreed or agreed that PBL was an effective way to learn about ROP. 96 % of students agreed that they had learned considerably from individuals with lived experience during the module with regards to ROP. The focus group found five congruencies between PBL and ROP: (1) co-production; (2) self-direction; (3) development of self-awareness; (4) teamwork;and (5) strength-based approach.

Conclusions

Firstly, there is congruence between PBL and ROP as both processes share five common key elements. Secondly, students perceived PBL as an effective approach for teaching the knowledge, skills and attitudes needed in ROP. The third argument is that students learned from the individuals with lived experience about crucial elements of recovery-oriented practice that books could not teach them.