Nursing Education

1. Fiche, Ethiopia
May, 2023
Colleague of Health Science
Department of Nursing
Nursing Education and
Curriculum Development
Group presentation
Topic: Problem Based Learning (PBL)
Presented to: Mr. Dejene H. (Msc, Ass’t Prof)

2. Group members
S/N NAME DEPARTMENT ID
1 Amanuel Bayu PCH RM0074/15
2 Kubsa Guyo PCH RM0083/15
3 Mekonnen Urgessa AHN RM0183/15
4 Abdi Bayisa PCH RM0071/15
5 Mesfin Asefa AHN RM0186/15
6 Merga Wakweya AHN RM0184/15
7 Mulgeta Alemu PCH RM0084/15
8 Geremew Arbas PCH RM0078/15

3. Out line
 Definition of PBL
 Process of PBL
 Advantage and disadvantage of PBL
 Example of PBL
 References

4. Learning Objectives
After the session of this topic the learners should:
 Define what is problem based learning
 Differentiate problem solving and PBL
 Understand advantage and disadvantages of PBL
 List the process of PBL tutorial
 Familiarize with example of tutorial PBL process

5. Problem Based Learning Introduction
 Types of pedagogy learning in which students learn about a
subject through the experience of solving an open-ended
problem found in trigger material.
 PBL is a student-centered
 It includes:
Knowledge acquisition,
Enhanced group collaboration and
Communication.
(IKarthikeyan C, et al 2021), 5

6. PBL Introduction …
An instructional student-centered approach which
uses carefully constructed clinical problems as a
context for students to:
 Define their learning needs,
 Conduct self-directed enquiry,
 Integrate theory and practice, and
 Apply knowledge and skills to develop a solution to
a defined problem. (Soha R, 2023)
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7. Problem based learning in university
 PBL is a style of teaching in which students learn by working
through an authentic problem or issue.
 By going through the different stages involved in solving the
problem, students determine how their prior knowledge can
be used to solve it and what else they need to learn to
complete the task.
 PBL is an instructional method in which students learn
through facilitated problem solving.
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8. Teacher-centered
Student-centered
New-Innovative
Curricula
Traditional
Medical Curricula
Information gathering
Problem-based
Discipline-based
Integrated
Hospital based
Community-based
Standard
Elective
Apprenticeship-based
Systematic
 Continuum 
S
P
I
C
E
S
SPICES
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9. WHY IMPORTANT PBL?
Promote self-learnig
Highly enganging
Improve Team work ability
Develop transferable skill
Encourage Intrinsic reward
Oral & written communication
Working independently
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10. The case serves as a stimulus for learning
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11. CHARACTERISTICS
 Students work in small groups
 It provides students with greater access to
information, support, resources, flexible approaches
to learning.
 Opportunities for self development so that can get
results in higher levels of structural environment.
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12. Problem-solving Vs problem-based
learning
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Problem-solving: arriving at decisions based on prior
knowledge and reasoning
Problem-based learning: the process of acquiring
new knowledge based on recognition of a need to learn

13. Group 2 PBL 13

14. PROBLEM SOLVING PROBLEM- BASED LEARNING
Educational
strategy
Traditional discipline-based Integrated systems-based
Main
characteristics
- The focus is on preparatory
learning prior to exposure to the
problem.
- The staff set the problems
(case history problems in a
primarily lecture- based format),
and students attempt to resolve
them using previously taught
curricular content.
- The problem comes first without
advance readings, lectures, or
preparation.
- The problem serves as a stimulus for
the need to know.
- Based on their own prior knowledge
and the identified gaps in that
knowledge, students determine the
learning issues within their own
group. They then identify and use a
variety of learning resources to study
these issues and return to the group to
discuss and share what they have
learned.
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15. PROBLEM SOLVING PROBLEM-BASED LEARNING
Role of the teacher Content expert Tutor/Facilitator
Learning
environment
Passive, teacher-centered Learning becomes dependent upon the
self-directed efforts of the small group.
This method creates a more active,
student-centered learning environment
Who is responsible
for directing the
learning activities
Teacher The student decides what he/she needs
to learn
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16. The goals of PBL
• It Helps students to develop
1. Flexible knowledge
2. Effective problem-solving skills
3. Self-directed learning skills
4. Effective collaboration skills and
5. Intrinsic motivation.
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17. How do you use PBL?
Students generally must:
► Examine and define the problem.
► Explore what they already know about underlying issues
related to it.
► Determine what they need to learn and where they can
acquire the information and tools
► Evaluate possible ways to solve the problem
► Solve the problem.
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18. Advantages of PBL
Development of critical thinking skills, problem-solving
abilities, and communication skills.
Provide opportunities for working in groups, finding and
evaluating research materials, and life-long learning
Promote deeper rather than superficial learning
Self-directive learning
Improve learner’s motivation
(Duch et al, 2001)
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19. DISADVANTAGES
It is very difficult to use as a teaching technique when the
class size is large
Evaluation is quite difficult and may be subjective.
Resource expensive including time consuming
Stressful for students and staff
Students acquire less knowledge of basic science
Student and teacher unpreparedness
Varying Degrees of Relevancy and applicability.
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20. Strategies of problem based learning
Students are trying solve a problem or a set problems
unfamiliar to them.
PBL is underpinned by a constructivist approach, as
such it promotes active learning.
Activities are carried out with groups of students,
typically in a tutorial or seminar setting.
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21. Elements of problem based learning
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22. How does problem-based learning work?
What instructors do:
 Develop real-world, complex and open-ended problems
such as might be faced in the workplace or daily life.
 Act as facilitators, making sure students are staying on
track and finding the resources they need.
 Raise questions to student groups that deepen the
connections they make among concepts.
 Strike a balance between providing direct guidance and
encouraging self-directed learning.
22

23. Tutor’s/facilitator’s role …
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.
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24. Cont…
What students do:
 Address the problem
 Identifying what they need to learn in order to develop
a solution and where to look for appropriate learning
resources.
 Collaborate to gather resources
 Share and synthesize their findings and
 Raise questions to guide further learning for group
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25. A well-designed PBL project provides students
with the opportunity to develop skills related to:
 Managing projects and holding leadership roles.
 Self-awareness and evaluation of group processes.
 Working independently.
 Critical thinking and analysis.
 Explaining concepts.
 Applying course content to real-world examples.
 Researching and information literacy.
 Problem solving across disciplines.
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26. Steps to Design PBL
• Step One: Identify Outcomes/Assessments.
• Step Two: Design the Scenario.
• Step Three: Introduce PBL.
• Step Four: Research.
• Step Five: Product Performance.
• Step Six: Assessment.
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27. THE PBL TUTORIAL PROCESS
The PBL process is tightly structured
and contains a number of key steps
The PBL tutorial:
• Typically consists of a small number
of students (ideally between 6-10)
• Is facilitated by one or more faculty
tutors who guide the process without
contributing directly to the solution of
the problem or being the primary
source of information
• Meeting two times a week for two or
three hours per session
• Completing a case in two or three
sessions
Key steps in the PBL
tutorial process
1. Case presentation
2. Identifying key
information
3. Generating and ranking
hypotheses
4. Generating an enquiry
strategy
5. Defining learning
objectives
6. Reporting back
7. Integrating new
knowledge
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28. Example: PBL tutorial process
1. Case presentation: The tutor provides the group with some
introductory clinical information about a hypothetical patient.
 Mary Smith, a 28-year-old office worker as swimming instructor,
comes to see her GP because of pain in her chest and shortness of
breath.
 This has been a recurring problem in recent months and seems to
be gradually worse.
 On the previous evening, while participating in a swimming, she
became so short of breath that she found it difficult to walk.
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29. 2. Identifying key information
3. Generating and ranking
hypotheses:
e.g., Infection, cardiac problem,
allergy, asthma, broken rib.
Allergy ˃ cardiac problem
4. Generate an enquiry strategy:
What additional information is
required?
e.g., Previous medical problems and
relevant drug, family & psychosocial
histories, physical exam, lab. tests. 29

30. Additional information
Further discussion with her GP reveals that Ms Smith’s chest
pain and shortness of breath come on following exercise,
particularly in a cold environment.
When she becomes particularly short of breath, she starts to
wheeze.
She sometimes has a dry cough and has never had haemoptysis.
There is no recent history of physical trauma and no personal or
family history of heart disease. She had eczema in childhood
but has never had asthma.
She has smoked for the past 5 years and increased her smoking
to 40 cigarettes a day since she broke up with her intimate
friend 3 months ago.
She takes an oral contraceptive pill but no other medication.
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31. New information
Revising their hypotheses
Discard / Re-rank / Other hypotheses
• Anxiety attacks
with
hyperventilation
• Possible
thromboembolic
disease due to oral
contraceptive use
• Asthma
• Cardiac
problem
• Broken rib
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32. 5. Defining learning objectives
Once the students have decided on a preferred hypothesis (e.g.,
allergy), they must explain the biomedical science
mechanisms that link their hypothesis to the presenting
problems.
• What students know?
• What they do not know?
• What they need to know?
to further their understanding of the underlying mechanisms, and
their ability to solve the clinical problem.
e.g., Students may identify gaps in their knowledge of the
mechanics of breathing, anatomy of airways, mechanisms of
oxygen delivery to tissues, or mechanisms of pain perception.
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33. 5. Defining learning objectives (cont.)
• The identification of gaps in knowledge helps students to
define their learning objectives and these become the focus of
self-directed study in the interval between tutorials.
• Learning objectives should be clear and specific and of
appropriate scope to be addressed in the time available
between tutorials (typically 2-3 days).
• At each tutorial, the group might identify three to five major
learning objectives and perhaps an equal number of lesser
objectives.
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34. 5. Defining learning objectives (cont.)
• Although the PBL tutorial is student-centered, major learning
objectives are identified in advance by the case writers as part
of the overall curriculum design. Tutors may need to provide
prompts to ensure that major objectives are identified and
pursued.
• In PBL, as knowledge is acquired in the context of a specific
clinical problem (the problem is encountered before the
student has the knowledge to understand it), it is likely to be
better focused and retained.
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35. 6. Reporting back
• In the follow-up tutorial, students reconvene to report on
their self-directed study and share and integrate new
knowledge.
• All students should contribute to the report-back and their
unique perspectives are incorporated into the process of
knowledge building. The exchange and debate of ideas
promotes the consolidation and elaboration of new
knowledge and understanding
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36. 7. Integrating new knowledge
• Based on the principle that knowledge is consolidated
more readily in context, students, guided by the
tutor/facilitator, should relate new biomedical knowledge
to the patient's problem.
• Students are required also to extend their discussion
beyond the biomedical and clinical sciences and consider
the public health, socioeconomic, ethical and legal
aspects of the case.
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37. How to create effective PBL scenarios
• Learning objectives likely to be defined by the students after studying the scenario
should be consistent with the faculty learning objectives
• Problems should be appropriate to the stage of the curriculum and the level of the
students' understanding
• Scenarios should have sufficient intrinsic interest for the students or relevance to
future practice
• Basic science should be presented in the context of a clinical scenario to
encourage integration of knowledge
• Scenarios should contain cues to stimulate discussion and encourage students to
seek explanations for the issues presented
• The problem should be sufficiently open, so that discussion is not curtailed too
early in the process
• Scenarios should promote participation by the students in seeking information
from various learning resources
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38. CHECKLIST FOR PROBLEM CONSTRUCTION
• Is the content of the problem geared to students' prior knowledge?
• Is there a clear connection with one or more of the objectives of the block?
• Is the problem sufficiently complex to offer cues for initial discussion and
for generating learning issues?
• Is the problem structured in such a way that it offers cues for discussion in
the group?
• Has the problem been formulated clearly and, if possible, does it offer links
with professional practice?
• Is the problem multidisciplinary and is clear to students?
• Does the length of the problem enable inclusion of all the relevant
information that is needed for identifying learning issues and does the
problem not contain superfluous irrelevant information?
• Is the available time sufficient for studying the learning issues?
• Is there sufficient time available for reporting on all the learning issues?
• Does the block offer sufficient variety in learning activities, i.e. does it
include different types and formats of problems?
• Is the number of problems geared to the number of group meetings in the
block? Has a schedule been drawn up that specifies which problems are to
be discussed when?
• Which problems should be tackled in a specific sequence?
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39. References
• IKarthikeyan C Karthikeyan C Problem based
learning Oct 2021
• Soha Rashed Aref Mostafa, Alexandria, Egypt PBL,
2023
• Bhaskar Nima & Bhaskar Elakkuvana “Text Book of
Nursing Education” First Edition (2013), Published
by Emmess Medical Publishers, Page no.126.
• Nilson, L.B.(2015). Teaching at its best: a research
based resoursce for college instructors 2nd edition.
San Fransisco, CA:Jossey-Basis
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