Abstract

Vocational education nursing students at Victoria University may not have been exposed to problem-based learning and team-teaching. To address this gap it is proposed to design, deliver, and evaluate common real-life case scenarios derived from an aged-care setting. We aim to develop students’ critical-thinking abilities using a team-teaching approach and model effective problem-based resolution strategies using peer-to-peer work-based interaction. It has been observed that many students within the Diploma of Nursing (Enrolled-Division 2) at Victoria University do not have well-developed problem-based learning skills and group-based learning skills in the first semester of the course. They have not been exposed to the clinical environment and, therefore, have minimal exposure to real-life clinical situations and nursing team interactions. The results of this paper indicate that problem-based scenarios combined with team-teaching enhance student work-readiness for their clinical placement in an aged-care facility. It would be beneficial if PBL/ team-teaching were embedded in the core curriculum in all units in the Diploma of Nursing (Enrolled-Division 2). Class sizes should be kept small so as to identify those students at risk and reduce the workload on the facilitators. Face-to-face didactic lectures can be used in conjunction with PBL to deliver theoretical content relevant to the case scenarios. Power point presentations should be kept to a minimum and be used sparingly to reinforce the students’ knowledge. PBL should be introduced at the beginning of the units with rigorous underpinning of anatomy and physiology. Team-teaching is most effective when the facilitators are open to discussion and dialogue and have the willingness to evaluate their teaching practice. Future research could involve combining PBL and team-teaching on the students’ clinical placement in an aged-care facility.