Abstract

PURPOSE
This study was to investigate adequate strategies of PBL in community health nursing for learning in the real community situation.
METHOD
Data were collected in a PBL class of 14 third-year students who solved problems and assessed PBL in community health nursing related to visiting nursing and chronic diseases.
RESULTS
The students guessed situations diversely, chose learning issues widely and mapped the learning concepts specifically. In the assessment of the presentation, the peers of the same group gave the highest score 29.00+/-3.36, the tutor lowest score 22.83+/-5.15. In 5-point Likerts scale, the group dynamic was highest (4.18+/-.61) and the presentation was lowest (3.59+/-.84).
CONCLUSION
The group needs to include students who have experiences in the practice at the health centers. The PBL class should be managed by the block system along with the conventional learning. Students needs to practice the self-directed learning and the presentation in a first semester and then PBL. The introduction of community health nursing begins with the conventional lecture and the programs on life circle and health centers through PBL in the comprehensive curriculums.

• Keywords: Community Health Nursing;Problem-based Learning;