The requirement of preparing students of nursing and healthcare education successfully for the professional work in the field, has not only been changing, but is becoming more and more complex. In practice, it is a fact that competent experts are essential. This call for professional competences entails abandoning traditional ways of teaching and requires an opening up for a new teaching-method-toolkit. In this sense, centering autonomy and self management, expertise as well as social competences is believed to have the potential of motivating students for a life-long acquisition process. Problem-Based Learning (PBL) seems to meet the expectations mentioned, however simultaneously requires drastic and far-reaching changes in the way knowledge is imparted. This is to say that not only institutional structures, attitudes, values and roles of teachers, but also teaching- and learning processes need to be reconsidered. This paper seeks to investigate the method of PBL, the necessary requirements and the prospective difficulties its implementation may bring about. Having said this, it will be necessary to consider the basic requirements for its introduction into teaching institutions, in order to continue with searching for a practicable model that enables a systematically structured realization of this student-centered method. With the help of this model, it is the author's aim to develop a basic concept for a PBL teaching approach at the Nursing and Healthcare Teaching Institution in Amstetten.