Problem Based Learning (PBL) is widely recognised as an effective teaching and learning strategy (Glen & Wilkie, 2000; Price, 2003). Since the 1990's PBL has gained in popularity within nursing curricula throughout the United Kingdom (Andrews & Jones, 1996; Biley & Smith, 1998; Gibbon, 1998; Biley, 1999, Long et al., 1999; Glen & Wilkie, 2000; Darvill, 2003; Horne et al. 2006). Moore (2009) identifies that facilitation is a central component of PBL, however despite the fact that PBL has existed within nursing education for almost twenty years, the effectiveness of its facilitation and implementation remain relatively undiscovered (Horne et al, 2006, Moore, 2009).\ud This paper will discuss the journey of PBL facilitation from the perspectives of two senior nurse lecturers, novice to PBL. The discussion will highlight the challenges and rewards experienced throughout a two-year period, following the introduction of PBL into a third year module within a pre-registration nursing curriculum at the University of Huddersfield. Throughout the discussion, references will be made to how these experiences compare with the relevant literature on PBL as a teaching and learning strategy
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