• Pedro Miguel Garcez Sardo and Grace Terezinha Marcon Dal Sasso.
• Escola Superior de Saúde da Universidade de Aveiro (ESSUA), Portugal. pedrosardo1983@hotmail.com
• Rev Esc Enferm Usp. 2008 Dec 1;42(4):784-92.

AbstractDescriptive and exploratory study, aimed to develop an educational practice of Problem-Based Learning in CPR/BLS with 24 students in the third stage of the Nursing Undergraduate Course in a University in the Southern region of Brazil. The study used the PBL methodology, focused on problem situations of cardiopulmonary arrest, and was approved by the CONEP. The methodological strategies for data collection, such as participative observation and questionnaires to evaluate the learning, the educational practices and their methodology, allowed for grouping the results in: students' expectations; group activities; individual activities; practical activities; evaluation of the meetings and their methodology. The study showed that PBL allows the educator to evaluate the academic learning process in several dimensions, functioning as a motivating factor for both the educator and the student, because it allows the theoretical-practical integration in an integrated learning process.

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