SISTER NIVEDITA GOVT.
NURSING COLLEGE
IGMC, SHIMLA
SUBJECT: - NURSING EDUCATION
TOPIC: - PROBLEM BASED LEARNING
SUBMITTED TO: SUBMITTED BY:
DR. PRABHAT KIRAN VANDANA VERMA
LECTURER MSC 1ST YEAR
S.N.G.N.C, I.G.M.C SHIMLA ROLL NO 14
SUBMITTED ON:
INDEX
[Link] CONTENT PAGE REMARKS
NO
1 INTRODUCTION,DEFINITION, 1
FEATURES
2 HISTORY,GOALS CHARACTERISTICS 2
3 PRINCIPLES, USES AND 3
COMPONENTS
4 STEPS OF PBL
4
5
STAGES OF PROBLEM BASED 5
LEARNING
6 TRADITION METHOD VS PROBLEM 6
BASED LEARNING
7 REQUIREMENT AND ELEMENT 7
8 ROLE OF STUDENT TEACHER 8
9 ADVANTAGES 9
10 DISADVANTAGNES AND BARRIER 10
11 CONCLUSION 11
12 BIBLIOGRAPHY 12
PROBLEM BASED LEARNING
Problem based learning is a process of acquiring and understanding of knowledge, skills in
the context of an unfamiliar situation and applying that learning to the situation.
Problem –based learning is a student –centered pedagogical theory of classroom learning
where small group of students study complex problems, and work together to formulate
suitable solutions to cases. By working with others in groups, medical students can identify
what they know, what they need to know and where to find “best evidences” to understand
pertinent issues .It is widely –used teaching –learning method in medical education and
increasingly in other areas of health education also. Its main tenets are to help learners
develop problem-solving skills, improve self-directed learning and build peer-to-peer
collaboration skills.
DEFINITION
“Problem based learning is the basic human learning process that allowed primitive
man to survive in his environment"
- Barrows and Tamblyn (1980)
Problem based learning is student centred leaning strategy in which students
collaboratively solve the problems and this reflects on their experience. In PBL, The
starting point is a problem, a query, or a puzzle that the learner wishes to solve.
-D.L BOUND,1985
It is a careful inspection of methods, which are permanently successful in formal
education.
— John Dewey (1916)
Problem based learning can be explained as “The learning that results from the
process of working toward the understanding and resolution of a problem.
— Barrows (1980)
The principle idea behind problem based learning is that the starting point should be a
problem, a query or a puzzle that learner wishes to solve.
[Link] (1985)
COURSE OF
PROBLEM
ACTION
LEARNING
IDEAS
ISSUES
KNOWLEDGE
PROBLEM BASED LEARNING PROCESS
HISTORY
Problem based learning become a feature of medical education during the 1960, and
has since been taken up in field of professional training (e.g. nursing, architecture,
engineering). The authentic problem based learning was first systematized by medical
educationalists at McMaster university Ontario, Canada . In 1974 Aalborg University
was funded in Denmark and all the programs were based on problem based learning .
The problem based learning curriculum was developed in order to stimulate leaning
by allowing students to see the relevance and application to future goals. Problem
based learning has subsequently been adopted by other medical school programs
adapted for undergraduate instructions.
Problem based learning include problem that can be solved in many different ways
depending upon the initial identification of the problem.
REASON FOR PROBLEM BASED LEARNING
Grades did not predict success.
Many students could not apply knowledge
- Diagnosis
- Problem solving
Education is a continuous process and requires lifelong learners
Problem based learning adopted to better prepare people for handling real life
solutions
FEATURES OF PROBLEM BAESD LEARNING
1. Learning is initiated by a problem.
2. Problems are based on complex, real world situations.
3. All information required for problem solving is not given initially
4. Learners identify, find and use appropriate resources.
5. Learning is active, integrated, cumulative and connected
GOALS OF PROBLEM BASED LEARNING
• Construct an extensive & flexible knowledge base.
• Foster increased retention of knowledge.
• Develop effective problem solving skills.
• Develop self-direction, lifelong learning skills.
• Strengthen student’s intrinsic motivation to learn.
• Develop an ability to identify relevant health problems.
• Acquire the knowledge base necessary to define the health problem of the pts.
• Reinforce the development of effective clinical reasoning process.
CHARACTERISTICS
It is student –centered and begins with a case or problem.
Tutors act as facilitators and guides to help learners.
Problem stimulate development and use of problem solving skills.
A reasonable course of action is developed in order to “ solve” the problems.
Clinical problems are the basis of and stimulus for the learning process.
New information is acquired through self directed learning.
It helps students to :
ACQUIRE LEARN HOW
BECOME A
NECESSARY TO APPLY
LIFELONG
KNOWLEDGE THIS
LEARNER
AND SKILL METHOD
AIMS OF PROBLEM BASED LEARNING
Problem solving
Self-directed learning
Small group learning
Critical thinking skills
Integration of different parts of curriculum
PRINCIPLES OF PROBLEM BASED LEARNING
1. The encouragement of cooperative learning.
2. Problems develop problems solving skills.
3. Teachers are facilitators guides.
4. New information is acquired through self-directed learning.
5. Eight to ten participants.
6. Staff set the problems, and students attempt to resolve them.
7. Independence of enquiry.
8. Problem are ill structured and interdisciplinary.
9. Students solve the problems by using guidelines to approach problems.
10. Application of knowledge and skill with practice.
11. The encouragement of cooperative learning.
12. Development of analytical and creative thinking skills.
WHY USE PROBLEM BASED LEARNING
Like any other instructional methodology, problem based has its benefits and
limits .one should use problem based learning when they want their student to gain a
deeper understanding of concepts and standards at the heart of project .
Benefit include the development of vital workplace skills, lifelong habits of learning
and motivating students to engage in critical thinking and problem solving .
Explaining concepts.
Critical thinking and analysis.
Self-directing learning
COMPONENTS OF PROBLEM BASED LEARNING
1. Non lecture format and teaching acting as a facilitator.
2. Presentation of real world situation or problem from ordinary life.
3. Group work and group discussion .
4. Student directed solutions of the selected problem
FIVE STEPS FOR BETTER PROBLEM SOLVING
PROBLE
M
GENERA
EVALU TE A
ATE POTENT
THE IAL
RESUL SOLUTI
T ON OR
IDEA
IMPLEM CHOOSE
ENT A A
SOLUTI SOLUTI
ON ON
FIVE STEPS FOR BETTER PROBLEM SOLVING
Identify the problem
Generate ideas or solutions
Choose a solution
Implement the solution
Evaluate the result
PROBLEM BASED LEARNING STAGES
PROBLEM
SCENERIO
ANALYZE THE IDENTIFY KEY
RESULT FACTS
APPLY THE BRAINSTROMING
INFORMATION INFORMATION
ASSIMILATE THE
SEF DIRECTED
NEW
LEARNING
KNOWLDEGE
STEP 1
The facilitator presents the problem scenario before the group or sometimes the
chairperson may read out the problem scenario.
STEP 2
Group member identify and clarify those term presented in the problem scenario
which are unfamiliar to them.
The recorder lists all those terms and their explanation.
STEP 3
Define and analyse the problems
It is important to consider viewpoint of each group members.
Brainstorming and pre existing knowledge about the problem
The group reaches an agreement on those areas which are important and require further
exploration
STEP 4
Group members formulate learning objective
Facilitators should keep an eye on the learning objectives whether they are achievable
,comprehensive and as per the curriculum guidelines.
Group member are assigned with the task they have to carry out
The task can be assigned in the terms of learning objectives and as per the level of
students
The group is dispersed after summarization
STEP 5
The group members access the internet and research in library
Seek information necessary to fulfil the particular learning objectives
Assistance is sought from the facilitator whenever required
STEP 6
The group member along with facilitator meet
Each group member present his findings
In this step new questions may arise
The recorder lists the new knowledge and skills
Sometimes the group has to go back to the field to fulfil the demand raised by new
questions
STEP 7
The work done by the group is submitted to facilitator who evaluates the work as per
pre-set criteria of evaluation.
If the facilitator feels that work done by the group is unsatisfactory then the group has
to go back to the field to seek more information as per suggestion given by the
facilitator.
TRADITIONAL LEARNING VS PROBLEM BASED LEARNING
TOLD WHAT WE NEED TO
KNOW
TRADITIONAL AND THEN MEMORIZE IT
LEARNING PROBLEM ASSIGNED TO
HOW TO USE IT
PROBLEM ASSINGED
PROBLEM IDENTIFY WHAT WE NEEDTO
BASED KNOW
LEARN AND APPLY TO SOLVE
LEARNING THE PROBLEM
USES OF PROBLEM BASED LEARNING
To acquire subjects matter knowledge.
Motivate learners to learn.
Help learners with retention.
Develop students thinking skills.
Developing students key skills relevant to employment such as interpersonal
communication skills.
Linking theory and practice.
Fostering professional competencies and confidence together with professional
identity.
Having sense of fun while learning.
Encourage learners to integrate knowledge from different subjects, disciplines and
sources
Having a sense of belonging and friendship.
CONSIDERATION FOR USING PROBLEM BASED LEARNING
Students must generally :
1. Examine and define the problem
2. Explore what they already know about underlying issues related to it
3. Determine what they need to learn and where they can acquire the information
and tools necessary to solve the problem
4. Evaluate possible ways to solve the problem
5. Report on their findings
6.
REQIREMENTS OF PROBLEMS BASED LEARNING STAGES:
Stages understanding the problem? Do I understand what is being asked to me? What
do I know about the problem? What are the issues or components? How would I
describe this problem? What solutions are possible?
Learning about the problem what do we need to know in order to evaluate the
possible solution? Who will connect which information? What resources are
available? How can I teach this to my group members? Does everyone in the group
understand what I am teaching?
Solving the problem how do I apply my new knowledge to solve the problem? What
document is required? What similar problems could I solve this way? How will I
deliver my solutions?
Reflecting on the process what went well? What would I do differently next time ?
How does this problem relate to others I have experienced? What have I learned that I
can apply to the real world and other problems
ELEMENTS OF PROBLEM BASED LEARNING
Curriculum content
21st century skills
Need to know
Driving question
Student voice and choice
In depth enquiry
Reflection and revision
Audience presented product
ROLES OF TEACHER IN PROBLEM BASED LEARNING
1. Problem based Learning is student centered.
2. This does not mean that the teacher abdicates her authority for making
judgements regarding what might be important for student to learn.
3. The instructor role can be to model different kinds of problems-solving
strategies.
4. The tutors act as a facilitator and resources person to whom they can come to
for advice or guidance .He observe, assesses, channels and challenges the
student.
5. The tutor adopt the role of information broker during the learning process,
responding with guidance as necessary.
6. Purposefully connect the learning activities to a larger situation with
authentically designing the problem situations.
ROLE OF STUDENT
Engage with problem
Identify what is known and what they don’t known and what they don’t
know
Student must understand they are responsible for research and other
activities they have to be active
Make self –assessment throughout the process
Cooperatively organize and seek information.
Compare performance with the peers.
Learn how to listen ,receive criticism, gives accurate feedback and
facilitate the self-evaluation
Develop maturity and decision making skills.
AN INNOVATIVE APPROACH TO LEARNING AND TEACHING
Problem based learning has become a widely used in many professional
educations and is now being adopted by nurse educationalists for use within their
teaching strategies. According to nurse teachers, problem based learning is highly
regarded and promoted as a most effective teaching and learning method to take
nurse education forward.
Problem based learning has its origins some 25 years ago in medical education at
universities in McMaster (Canada), USA, Netherlands, Australia and since then it
has gain popularity worldwide.
ADVANTAGES OF PROBLEM BASED LEARNING
It promote student centered learning .
Increase skills levels /multiple perspectives/ motivation/ knowledge.
Flexible learning process, enabling to decide and prioritise.
Makes students more goal oriented, learn from mistakes.
Greater use of library, computer resources with higher order learning.
Decreased memorization, more teacher student interaction.
Concern has been expressed that problem based learning is being used as a
way of reducing the cost of teaching.
Enhance student-centred learning
Upholds lifelong learning
Prominence on comprehension not facts
In-depth learning and constructivist approach
Augments self-learning
Better understanding and adeptness
Reinforces interpersonal skills and teamwork
Self-motivated attitude
Enriches the teacher-student relationship
Higher level of learning
It creates interest and motivation among students .
DISADVANTAGES OF PROBLEM BASED LEARNING
Cannot be used for a bigger class.
Valid assessment of the program might be a problem
Changing role of student /teachers in the process pose difficulty.
May be too much work for some student /teachers.
Passive learners may demand structure.
CHALLENGES OF PROBLEM BASED LEARNING
Potential poorer performance on test.
Student unpreparedness .
Teacher unpreparedness.
Time consuming assessment .
Varying degree of relevancy and applicability.
BARRIERS IN PROBLEM BASED LEARNING
However there are many barriers to implementing problem based learning and many
academics consider the approach to be radical and resource intensive . the main
obstacle is perhaps due to the fact that academics caCPnnot come to terms with
students who will be able to handle problems without being given foundations
The other argument is the pure form of problem based learning as developed in
medical education has proved to be a barrier for others who wish to adopt some aspect
of it. This is because medical school tend to be well resourced , and recruit highly
motivated and high achieving students.
CONCLUSION
Problem based learning is a process of acquiring and understanding of knowledge,
skills in the context of an unfamiliar situation and applying that learning to the
situation.
Problem –based learning is a student –centered pedagogical theory of classroom
learning where small group of students study complex problems, and work together to
formulate suitable solutions to cases.
Goals of problem based learning are Construct an extensive & flexible knowledge
base .Foster increased retention of [Link] of problem based learning is to
acquire subjects matter knowledge. Motivate learners to learn .
advantages of problem based learning are increase skills levels /multiple perspectives/
motivation/ knowledge. Flexible learning process, enabling to decide and prioritise.
Makes students more goal oriented, learn from [Link] of problem
based learning are cannot be used for a bigger [Link] assessment of the program
might be a problem.
BIBLIOGRAPHY
Bhaskar Nima & Bhaskar Elakkuvana “Text Book of Nursing Education ” Second
Edition, Published By Emmess Medical Publishers, Page no. 139-142
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