Indian Journal of Advanced Nursing ISSN online (2394-7160), ISSN print (2319-815X) Volume IV, Issue I, Jan~ Mar, 2018, ‘Shiny Mary, Problem based Learning p-68-72 os REVIEW ARTICLE PROBLEM BASED LEARNING - TEACHING LEARNING STRATEGY Shiny Mary D Author affiliation Associate Professor, St. Xavier's Catholic College of Nursing, Chunkankadai, Kanyakumari District, Tamilnadu, India Corresponding Author D. Shiny Mary, M.Se(N), Associate Professor, St-Xavier’s Catholic College of Nursing, Chunkankadai, Kanyakumari District, Tamilnadu, India ABSTRACT caching can be challenging task especially when the students are categorized as reluctant readers, low ical thinking skills. Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem, Most of the nursing colleges, a large proportion of subject content is delivered through the traditional lectures. Avenues for improving generic skills such as critical thinking, problem solving, communication skills, and team work are minimal. Learning is supposed to be taking place in the classroom through the teacher-centered teaching strategies whatsoever. Problem-based leaming (PBL) is reported to improve general competencies such as problem solving, scientific attitude and teamwork in nursing students. PBL is known to demand a lot of self-direction from the students provided appropriate guidance is given by the faculty facilitators. By and large, students get less number of opportunities to apply their learning in appropriate contexts. This practice could hamper their learning in the future years of the nursing course, when they encounter patients. Major part of the curriculum is delivered in PBL mode, nursing students become more experienced and become better self-directed learners. PBL along with other active learning strategies employed in the curriculum right from first year culminated in the improvement of almost all the short-term outcomes, Further, the adoption of PBL demanded students to make a conscious effort to assume responsibility in their own learning, thereby resulting in better learning leading to better performance in the clinicals and theory examinations self-motivated and lack of Key words: problem based learning, scientific attitude, critical thinking, teamwork, strategy, self direction INTRODUCTION Traditional before textbooks were mass- produced, often involves, education practices, starting from delivering as much information as possible as quickly kindergarten through college, tend to produce students 8 possible. The lecture method was one of the most who are often disenchanted and bored with their education. They are faced with a vast amount of information to memorize, much of which s irrelevant to the world as it exists outside of college. Students often forget much of what they learned, and that which they remember cannot often be applied to later face in the clinicals the problems and tasks they Traditional classrooms also do not prepare students to ‘work with others in collaborative team situations. The relevance of information leamed is readily apparent; students become aware of a need for knowledge as they work to resolve the problems.. Traditional instruction, such as the typical lecture based session that developed effective and efficient ways to disseminate information and has often been used for this end, Because many faculty members are poor lecturers, and because students are often poor participants in the lecture, this, type of instruction has often allowed students to be passive in the classtoom. Students, not knowing how to be active participants in the lecture, have relied on transcription, memorization, and repetition for leaming, PBL is a student centric instructional strategy where students collaboratively solve problems and reflect on their experiences. PBL is an enquiry based method of students to solutions of real instruction that guid Indian Journal of Advanced Nursing / Volume IV / Issue 1 / Jan-Mar 2018Indian Journal of Advanced Nursing IS world problem through cooperative group work and builds critical thinking skills Definition Problem-based learning (PBL) is a student-centered pedagogy in which students lean about a subject through the experience of solving an oper ended problem found in trigger material The PBL approach is student-centered in the way that students define the problem and establish learning objectives required to develop their understanding of the problem. This pedagogy is based on small groups of students working together and collaborating with faculty facilitators to achieve understanding Problems (Acronym) P-Problems R Resources 0-Objectives B-Behavior L-Leaming E-Examples M-Motivation S-Self Directed Learning And Assessment Purposes + Develop critical thinking and creative skills ‘+ Improves problem solving skills + Increases motivation ‘+ Help students learn to transfer knowledge to new situation + Enhance adult learning skills by engaging stu- dents through self-direction and problem-solving + To nurture clinical reasoning, teamwork, and ‘communication skills, + Promote lifelong learning + To prepare the students for their professional careers, Characteristies Barrows identified six core features of PBL + Learning is student centered + Leaming occurs in a small student group + Teachers are facilitators or guide + Problems are the organizing focus and stimulus for learning ‘online (2394-7160), ISSN print (2319-815X) Volume IV, Issue J, Jan— Mar, 2018, ‘Shiny Mary, Problem based Learning p-68-72 6 + Problem are the vehicle for the development of clinical problem solving skills + New information enquired through self directed learning Principles © The PBL process begins with problems rather than with expos ion or prior learning of disci- plinary knowledge, + It is a way of combining teaching and learning experiences with courses and curricula by using problems as the stimulus and focus for student activity, + It is a student centered approach to learning (Barrows and Tamblyn, 1980; Charlin & Mann, 1998; Ross, 199 + Leamer-driven self-identified goals and out- comes * Students do independent, self-directed study before returning to larger group * Learning is done in small groups of 8-10 people, with a tutor to facilitate dis sussion * Trigger materials such as paper-based clinical scenarios, lab data, photographs, artic or videos or patients (real or simulated) can be used * Based on principles of adult learning theory * All members of the group have a role to play + Allows for knowledge acquisition through combined work and intellect * Enhances teamwork and communication, problem-solving and encourages independent responsibility for shared learning - all essential skills for future practice © Anyone can do it as long it is right depending on the given causes and scenario Components of a PBL unit Stake holder Instructured problem y vv Teacher as coach Constraints vv Formative assessment ¥ Problem solving ¥ Meta cognition v Assessment Indian Journal of Advanced Nursing / Volume IV / Issue 1 / Jan-Mar 2018In Steps idian Journal of Advanced Nursing IS ‘Azer discusses the 12 steps for implementing the pure 12, PBL Prepare faculty for change Establish a new curriculum committee and work- ing group Designing the new PBL curriculum and defining educational outcomes Seeking Advice from Experts in PBL Planning, Organizing and Managing Training PBL facilitators and defining the objec- tives of a facilitator Introducing Students to the PBL Programme Using 3-learning to support the delivery of the PBL programme Changing the assessment to suit the PBL curric- ulum) Encouraging feedback from students and teach- ing staff Managing learning resources and facilities that support self-directed learning Continuing evaluation and making changes Role of Teacher Encourage a welcoming and challenging leam- ing climate. Facilitate the PBL process, not to give a mini- lecture Listen very attentively and actively to what stu- dents are saying and Observe the leaming, difficulties, and fun that are taking place in the team, appropriate, with process interventions based on ‘Ask questions that encourage critical and ore- ative thinking Ask students to provide the evidence for their statements, To evaluate the resources that they used. Challenge students to link theory and practice. Stimulate debate about major Expect students to be responsible to complete high quality Facilitate independent learning, Intervene, where sues. Monitor and evaluate learning Guidance is given in the form of suggestions ‘online (2394-7160), ISSN print (2319-815X) Volume IV, Issue J, Jan— Mar, 2018, ‘Shiny Mary, Problem based Learning p-68-72 70 Keeps students involved Manages group dynamics Keeps process moving Provides authentic assessment Role of Student y v > Advai Work in a group of six to eight Analyse, discuss and generate questions and learning tasks from the Engage in self directed leaning Communicate result back to group ntages Nilson (2010) lists learning outcomes associated with PBL. the opportunity to develop skills related A well-design PBL project provides students with Working in teams, Managing projects and holding leadership roles. Oral and written communication. Self-awareness and evaluation of group processes, Working independently Critical thinking and analysis Explaining concepts, Self-dir Applying course content to real world examples, learning, Researching and information literacy. Disadvantages ¥ v > > > > Why Demanding on staff time Teachers are not acquainted with PBL ‘Needs human and other resources Information overload Different type of student Dysfunctional Group Difficult with large classes PBL is needed for Nursing Students Good thinking foster nursing practice includes the ability to prioritize nursing action that will promote positive patient outcomes (Bechtel et al,, 1999). Providing students with clinical scenarios via PBL requires that students apply knowledge to prioritize nursing action and make appropriate clinical decision. Indian Journal of Advanced Nursing / Volume IV / Issue 1 / Jan-Mar 2018Indian Journal of Advanced Nursing ISSN online (2394-7160), ISSN print (2319-815X) Volume IV, Issue I, Jan~ Mar, 2018, ‘Shiny Mary, Problem based Learning p-68-72 In order for nursing students to be prepared to function as caring and competent professional nurses, they need a strong knowledge base and the ability to correlate this learning into clinical practice, Students need to have an understanding of how they think and make decisions. They need to leave the nursing program as grad- uates, who are independent thinker, self-directed learners with a commitment to life-long learning (Khan et al., 2014), ” CONCLUSION Active learning strategies do not find a place in the typical schedule of nursing students, mainly due to the concern that such activities will take away the valuable time for lectures and laboratory sessions. Problem- based learning is a promising new instructional strategy developed for use in colleges curriculum that is currently being implemented in all levels of Nursing education from undergraduate to post graduate, This strategy is suited for utilization in health allied sciences, as it gives students the opportunity to confront authentic problems of health care practice in an clinical setting, Therefore, within the problem-based learning classroom, students can develop problem solving skills and clinical insights which will aid them in their own future endeavors within the health care field. Problem Based Learning TAXONOMY « Explanation problem « Analysis, synthesis, evaluation Descriptive Knowledk Procedural Knowledge Personal Knowledge * Fact-inding problem * Comprehension, analysis, synthesis * Strategy problem * Analysis, synthesis, evaluation Indian Journal of Advanced Nursing / Volume IV / Issue 1 / Jan-Mar 2018Indian Journal of Advanced Nursing ISSN online (2394-7160), ISSN print (2319-815X) Volume IV, Issue I, Jan~ Mar, 2018, ‘Shiny Mary, Problem based Learning p-68-72 n PBL PROCESS REFERENCES ul 12. Nilson, L.B. (2010). Teaching at its best:A research based resource for college instructors(2™ ed,).San Francisco: Jossey-Bass Svinicki, M. & McKeachie, W. (2011).Me keachies teaching tips:strategies,research and theory for college and university instructors(13® ed.) Belmont, CA: Wadsworth, Coles, C.R. (1990). Evaluating the effects curricula have on student leaning: Toward a more competent theory for medical education. In Z.M. Nooman, H.G. Schmidt, & E.S. 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Indian Journal of Ady: ced Nursing / Volume IV / Issue 1 / Jan-Mar 2018