L’efficacia della metodologia didattica del Problem-Based Learning (PBL) e della Flipped Classroom (FC) in Unità di Terapia Intensiva (UTI): revisione narrativa

Claudia Cusumaro, Marco Nardin

Abstract

L’assistenza infermieristica si evolve e richiede professionisti in grado di rispondere ai bisogni di pazienti sempre più complessi. Gli studenti incontrano difficoltà nell’applicazione delle conoscenze teoriche acquisite dalla didattica tradizionale e le esperienze di tirocinio non sono esaustive. Si ritiene che il pensiero critico sia un’abilità fondamentale che prepara alla pratica clinica. Una delle metodologie didattiche per svilupparlo è il Problem-Based Learning (PBL), specie nella sua declinazione più moderna della Flipped Classroom (FC). L’obiettivo di questa revisione è indagare l’efficacia delle metodologie PBL e FC applicate all’infermieristica nelle Unità di Terapia Intensiva (UTI).

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