LESSON PLAN
ON
PROBLEM-BASED LEARNING
SUBMITTED TO, SUBMITTED BY,
Mrs. Princly Benjamen Mr. Sopan Shinde
Associate Professor Ist year [Link]. Nursing
Ist year [Link]. Nursing KNBN collage Aurangabad
KNBN collage Aurangabad
SUBMITTED ON
Date: -
STUDENT PROFILE
Name of students : Mr. Sopan Purushottam Shinde
Venue : Kamalnayan Bajaj Nursing College Aurangabad.
Date :
Group : First Year M. Sc. Nursing Classroom
Topic : Problem Based Learning.
Method of teaching : Lecture cum discussion
Audio visual aids : Power Point Presentation
Previous knowledge : The students have previous knowledge regarding the Problem Based Learning.
GENERAL OBJECTIVES:
At the end of teaching on Problem Based Learning, the students will gain the in-depth knowledge regarding Problem Based
Learning and appreciate their importance in nursing by applying the knowledge in clinical setting and theory.
SPECIFIC OBJECTIVES:
At the end of teaching Problem Based Learning, the student will able To,
1. Introduce problem-based learning.
2. Define problem-based learning.
3. Enlist the goal of problem-based learning
4. Describe the characteristics of problem-based learning.
5. List down the principle of problem-based learning
6. Enumerate the components of problem-based learning
7. Explain the cycle of problem solving.
8. Discuss the student role group member role.
9. Common difficulties in problem-based learning.
10. Common difficulties in problem-based learning.
11. Explain the uses of problem based-learning.
12. List out the advantages and disadvantages of problem-based learning.
Teaching
Sr. Specific
Time Content Learning A.V. Aids Evaluation
No. Objectives
Activity
1. 2 Mins Introduce INTRODUCTION: - Lecture cum Power point Students will
problem-based discussion presentation able to
learning. • Problem based learning is a process of acquiring introduce
and understanding of knowledge, skills in the problem-based
learning
context of an unfamiliar situation and applying
that learning to the situation.
2. 4 Mins Define problem- DEFINITION: - Lecture cum Power point Student will
based learning. • “Problem based learning is the basic human discussion presentation able to define
problem-based
learning process that allowed primitive man to learning.
survive in his environment”- Barrows and
Tamblyn (1980)
• It is a careful inspection of methods, which are
permanently successful in formal education. – Student listen
the class and
John Dewey (1916)
taking the
• Problem based learning can be explained as notes.
“The learning that results from the process of
working toward the understanding and
resolution of a problem.” – Barrows (1980)
• Vernan & Blake (1993): Defined Problem
based learning as a teaching learning method
that include:
a. The study of clinical case.
b. Small discussion group.
c. Collaborative independent study.
d. Hypothetical deductive reasoning
GOALS OF PROBLEM BASED LEARNING
3. 3 Mins Enlist the goal of Lecture cum Leaflet Students will
problem-based • Construct an extensive & flexible knowledge base. discussion able to enlist
learning the goal of
• Foster increased retention of knowledge. problem-based
• Develop effective problem – solving skills. learning.
• Develop self-direction, lifelong learning skills.
• Become effective collaborators.
• Strengthen student’s intrinsic motivation to learn.
Student listen
• Develop an ability to identify relevant health
the class and
problems. taking the
notes
• Acquire the knowledge base necessary to define
the health problem of the pts.
• Reinforce the development of effective clinical
reasoning process.
• Recognize, develop & maintain the personal
characteristics and attitude.
Teaching
Sr. Specific
Time Content Learning A.V. Aids Evaluation
No. Objectives
Activity
4. 3 Describe the CHARACTERISTICS: - Lecture Power point Student will
Mins characteristics cum presentation able to
• In this student work in small groups to increase knowledge
of problem- discussion describe the
based by identifying learning objectives, engaging in self-directed characteristic
learning Of problem-
work & participating in discussion.
Student based
• It provides students with greater access to information, listen the learning.
class.
support, resources, flexible approaches to learning,
collaborative learning activities and opportunities for self-
development so that can get results in higher levels of
structural environment.
5. PRINCIPLES: - Student will
4 mins List down the Lecture Pamphlet
able to list
principle of • The student is the focus of the educational program, the cum down the
problem- discussion
curriculum, or the curriculum contents. principle of
based
problem-
learning • The development of his/her learning capacities is based
emphasized. learning.
• The problem presented in the curriculum trigger the
Student
student’s abilities to analyse to understand and to solve. listen the
• Co-operation with other and the importance of class and
taking the
communication is emphasized. notes
• Much attention is paid to the development of practical skills,
the development of analytical & creative thinking skills.
• The development of self-directed learning ability.
6. 2 Enumerate COMPONENTS Lecture handout Student will
Mins the • Non-lecture format & teacher acting as a facilitator. cum able to
components discussion. enumerate
of problem- • Presentation of real-world situation or problem from the
based ordinary life. components
learning of problem-
• Group work and group discussion. based
• Student – directed solution of the selected problem. learning.
7. 5 Explain the PROBLEM BASED LEARNING CYCLE: - Lecture Flannel Student will
Mins cycle of cum board able to
problem discussion explain the
solving EXPERIEN cycle of
CE
problem-
based
learning
APPLY SHARE
GENERALI
PROCESS
ZE
Teaching
Sr. Specific
Time Content Learning A.V. Aids Evaluation
No. Objectives
Activity
• The Problem based learning cycle starts with Student listen Power point
the class and presentation
APPLYING. (PLANNING EFFECTIVE USE OF taking the
LEARNING). notes
• The second step is EXPERIENCING (activity
phase)
• The third step involves SHARING (exchanging
reactions and observations).
• The fourth step includes PROCESSING
(discussing patterns and dynamics.
• The fifth step relates to GENERALIZING
(developing and real-world principles).
Teaching
Sr. Specific
Time Content Learning A.V. Aids Evaluation
No. Objectives
Activity
8. 5 Mins Discuss the STUDENT’S ROLE Lecture cum Power point Student will
student role discussion presentation able to said
group member the student
role • Students must assume a high degree of role and group
member role
responsibility for our education through effective in problem-
self-learning working with others and setting based
learning.
relevant goals for themselves & the group.
• Students be able to present demonstrations of their
learning achievements.
GROUP MEMBERS ROLE Student listen Power point
the class and presentation
taking notes
• Active participation
• Active listening
• Asking questions
• Answering
• Giving information
• Make decisions
Teaching
Sr. Specific
Time Content Learning A.V. Aids Evaluation
No. Objectives
Activity
9. 5 Mins Common Lecture cum Power point Students will
COMMON DIFFICULTIES IN PROBLEM BASED
difficulties in discussion presentation able to talk
problem-based LEARNING IN GROUP about
learning. common
difficulties in
• Unprepared for the tutorial. problem-based
learning
• Not given enough time by other members.
• The dominating group members.
• The group that keeps storming.
TUTOR’S/FACILITATOR’S ROLE
• Tutor plays a crucial role in helping the group to
establish itself, setting norms for the group function,
ensuring group trust, attending to the group
dynamics & unique characteristics of the group.
10. 5 mins Explain the uses USES OF PROBLEM BASED LEARNING
Students are
of problem-based Lecture cum Power point
able to explain
learning. discussion presentation
• To acquire subject matter knowledge. the uses of
problem-based
• Motivate learners to learn. learning.
• Help learners with retention.
Student listen
• Develop student’s thinking skills. the class and
• Developing student’s key skills relevant to taking notes.
employment such as interpersonal communication
skills.
• Fostering professional competencies and
confidence together with professional identity.
• Mirroring the inter disciplinary team process
graduates will use in work and research.
• Linking theory and practice.
• Encourage learners to integrate knowledge from
different subjects, disciplines, and sources.
• Having a sense of belonging and friendship.
• Having a sense of fun while learning.
• Expressing in operational form a philosophy of
learning that is student-centric and problem
focused.
Teaching
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Time Content Learning A.V. Aids Evaluation
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Activity
10. 5 Mins List out the ADVANTAGES: - Lecture cum Power point Student are
advantages and discussion presentation able to list out
• PBL Method is active and cooperative learning, the the advantages
disadvantages of
problem-based ability to think critically and clinical reasoning and
learning. disadvantages
• It stimulates the students to use skills of inquiry and of problem-
critical thinking, peer teaching and peer evaluation. based
learning.
• It increases ability to apply knowledge in clinical
situations.
• It increases student responsibility for self-directed
peer learning.
• It helps in developing flexible knowledge that can
be applied to different contexts.
• This learning method helps in developing lifelong
learning skills.
• It encourages students to work in teams or groups,
Student listen
there by facilitating group dynamics.
the class and
• Development of effective self-directed learning taking notes
skills and increased student faculty interaction is
facilitated.
• Increased motivation for learning is the added
advantage.
• Promote collaborative learning.
• Moves learning from a positive activity to an active
activity learning becomes the act of discovery.
DISADVANTAGES
• It is very difficult and expensive to use as a
teaching technique, when the class size is large.
• Students require orientation to perform the role of
a learner in PBL setting.
• Evaluation is quite difficult and sometimes may be
subjective.
• Resource expensive.
• Staff and students may be initially uncomfortable
with PBL because they are used to subject based
learning and they do not really understand how to
proceed in PBL.
• Measurement of learning outcomes is difficult.
Teaching
Sr. Specific
Time Content Learning A.V. Aids Evaluation
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Activity
11. SUMMARY: -
I summaries my topic under the following heading is
• Introduction
• Definition
• Characteristics
• Principles
• Components
• Problem based learning cycle
• Steps in problem-based learning
• Student’s role
• Group members role
• Common difficulties in problem-based learning in
group
• Tutor’s/facilitator’s role
• Use of problem-based learning.
• Advantages
• Disadvantages
Teaching
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Time Content Learning A.V. Aids Evaluation
No. Objectives
Activity
12. CONCLUSION: -
I conclude that I am as well as student gets in depth
knowledge in the clinical area and theoretical area. The
preceptor clinical experience is a valuable teaching and
learning methodology with clear benefits for academic
institutions and healthcare organizations alike.
Teaching
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Time Content Learning A.V. Aids Evaluation
No. Objectives
Activity
13. 5 Mins BIBLIOGRAPHY Lecture cum Power point
discussion presentation
Book: -
• Bhaskar Nima & Bhaskar Elakkuvana “Text Book
of Nursing Education” First Edition (2013),
Published by Emmess Medical Publishers, Page
no.126. (136 to 141)
• R Sudhdha “Nursing Education Principles and
Concepts” First Edition (2013), Published by
Jaypee Medical Publishers, Page no. 94 to 97. (94)
• Venkatesan Latha “Text Book of Nursing
Education” Edition, published by Elsevier, Page
no.78 to 79. (84 to 85)
Website:
• [Link]
• http:/[Link]