Design-based Research Method in PBL/PjBL: A case in Nursing Education

Main Article Content

Joni Tweeten
Woei Hung


Design-based Research (DBR) focuses on real-world problems, emphasizes studying an educational intervention in its supposed context, uses a cyclical process of design, implementation, evaluation, and improvement, utilizes mixed research methods, stresses reciprocal relationships between theories and practice, and involves a close collaborative relationship between researchers and practitioners. Three iterative DBR research cycles were conducted on a project-based learning (PjBL) implementation in three population health nursing clinical PjBL blocks at a Midwest university. Data were collected at the end of each cycle through surveys, focus group interviews with students, faculty, and clinical agency contacts, as well as student work and performance. The data were analyzed, and revisions and improvements were planned for subsequent blocks and future use in the course.


Article Details

Special Issue: Research Methodologies for studying PBL
Author Biographies

Joni Tweeten, University of North Dakota

Joni Tweeten is a Clinical Associate Professor in the Nursing Department at the University of North Dakota and is working on her Education, Health, and Behavioral Studies PhD with a specialization in Instructional Design and Technology.

Woei Hung, University of North Dakota

Woei Hung is currently a professor and graduate director of the Instructional Design and Technology Program in the College of Education and Human Development at the University of North Dakota. His research areas include problem-based learning (PBL), complex problem solving, systems thinking and modeling, concept mapping and formation, and microlearning. He has published numerous journal articles and book chapters in the areas of PBL problem and curriculum design. He is currently an executive board member and the treasurer of the PAN PBL Association of Problem-Based Learning and Active Learning Methodologies.


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