Nurse faculty experiences in problem-based learning: an interpretive phenomenologic analysis.

Aim: This study explored the nurse faculty experience of participating in a problem-based learning (PBL) faculty development program.

Background: Utilizing PBL as a pedagogical method requires a paradigm shift in the way faculty think about teaching, learning, and the teacher-student relationship.

Method: An interpretive phenomenological analysis approach was used to explore the faculty experience in a PBL development program.