EFFECTIVENESS OF PROBLEM-BASED LEARNING (PBL) IN TEACHING GERONTOLOGICAL NURSING

Problem-Based Learning (PBL) has gained popularity in nursing education due to its student-centered approach, which enhances critical thinking, problem-solving, and clinical decision-making [1]. In gerontological nursing, where complex patient care is required, PBL may improve knowledge retention, clinical reasoning, and patient-centered care skills [2]. This review explores the effectiveness of PBL in teaching gerontological nursing, analyzing its impact on student engagement, learning outcomes, and practical application in elderly care settings [3,4].