Problem Based Learning or PBL is a self directed process of learning which enables students to learn from real life experiences and enhances their problem solving skills under guidance of teacher as the facilitator. Bibliography- • Kaur Sodhi Jaspreet, Comprehensive Textbook of Nursing Education, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2017, Page No.- 70 • R Promila, Nursing Communication and Educational Technology, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2010, Page No.- 270 • Suresh S. Communication and educational technology in nursing. 2nd ed. New Delhi, India: Elsevier; 2016., Page No.- 272-276

1. Case scenario:
A man is lying
unconsciously in
the street nearby
your home.

3. Problem Based
Learning
Susmita Halder
M.Sc. Nursing 1st Year
CON BSMC, Bankura

4.  Learning is that which results from the process of
working towards the understanding or resolution of a
problem.
 The problem is a clinical situation presented as a
stimulus for students to acquire specific skills,
Knowledge and abilities in the solutions of the problem.

5. DEFINITION
 ‘Problem based learning is the basic
human learning process that allowed
primitive man to survive in his
environment.’ — Barrows and Tamblyn
(1980)
Problem
Ideas
Knowledge
Learning
issues
Course of
action
D.J. Boud (1985), “ the principal idea
behind problem-based learning is that the
starting point should be a problem, a
query, or a puzzle that the learner wishes
to solve”

6. In the words of Bob Harrison
(2007), Problem-Based Learning
is a curriculum development and
instructional method that places
the student in an active role as a
problem-solver confronted with
ill-structured, real-life problems. It
is most commonly characterized
by five facets:
DEFINITION III
structured
problem
Real life
significance
Student-led
Community
focused
Instructor
facilitated

7. COMPONENTS

8. CHARACTERISTICS OF PROBLEM-BASED
LEARNINGARE
Acquire
necessary
knowledge &
skill
Learn how to
apply this
method
Become a
lifelong learner
•Learning is driven by challenging, open-ended problems. Problems are the
vehicle for the development of problem-solving skills
•Learning is student centered
•Student works in small collaborative groups Teachers take on the role as
facilitators or guides of learning
•New information is acquired through self-directed Learning
•It helps the student to:

9. COGNITIVE EFFECTS OFPROBLEM-BASED
LEARNINGARE
 Initial analysis of the problem and activation of prior Knowledge through
small group discussion,
 Elaboration an prior knowledge and active Processing at new information.
 Restructuring of knowledge.
 Social Knowledge construction.
 Learning in context.
 Stimulation of curiosity related to presentation of a relevant problem.

10. PROBLEM-BASED LEARNING WILL
PROVIDE WITH OPPORTUNITIES
TO:
 Examine and try out what you know.
 Discover what you need to learn.
 Develop your people skills for achieving higher performance in teams.
 Improve your communication skills.
 State and defend positions with evidence and sound argument.
 Become more flexible in processing information and meeting obligations.
 Practice skills that you will need after your education.

11. AIMS OF PROBLEM-BASED
LEARNING (PBL)
Problem-solving
Self-directed learning
Small group learning
Critical thinking skills
Integration of different parts of the curriculum.

12. PRINCIPLES OF PROBLEM-BASED
LEARNING
Development of analytical and creative thinking skills.
The encouragement of cooperative learning.
Development of self directed learning activity
Application of knowledge and skills with practice

13. PREPARATION AND CONDUCT OF PROBLEM-BASED
LEARNING
Ideas(Consider
the problem)
Known
facts(Defining
the problem)
Learning
issues(Learning
about the
problem)
Action
plan(What will
be done)
Evaluate
product and
process(Is the
problem
solved?)

14. STEPS OF PROBLEM-BASED LEARNING
PROCESS
Presentation of problem
Organize ideas & prior knowledge (What do you know?)
Pose questions (What we need to know?)
Assign responsibility for questions, discuss resources
Research questions, summarize, analyse findings
Reconvene, report or research
Integrate new information, refine questions
Resolution of the problem (How did we do?)

15. 1.APPLYING
(Planning
effective use
of learning)
2.Experiencing
(activity phase)
3.Sharing
(exchanging
reactions
and
observations
4.Processing
(discussing
patters and
dynamic)
5.Generalizing
(developing real
world principles)

16. THE ROLE OF FACILITATOR IN
PROBLEM-BASED LEARNING
 The facilitator serves to help the student, engage in reflective thinking.
 The facilitator may question the students to help ‘ A them understand what they do not understand
about the problem, as well as questions about decisions they have made concerning the problem.
 The role of the facilitator ’ is to facilitate the proceedings (assisting the chair to maintain group
dynamics and moving the group through the task) and to ensure that the group achieves
appropriate learning objectives according to the curriculum.
 The facilitator may need to take a more active role in step 7 of the process to ensure that all the
students have done the appropriate work and to help the chair to suggest a suitable format for
group members to use to present the results of their individual study.
 The facilitator should check the student's understanding of the material.

17. THE ROLE OF FACILITATOR IN
PROBLEM-BASED LEARNING
 By encouraging them to ask open questions and by asking each of them to explain topics in
their own words or by the use of drawings/diagrams/PPT presentation.
 Teacher is the back bone of problem based learning
 Encourages all group members to participate and be involved.
 Facilitates learning by being a guide instead of dispensing knowledge.
 Encourages students to attain a higher level of understanding.

18. ADVANTAGES OF PROBLEM-BASED
LEARNING
 It promotes student centered learning.
 It creates interest and motivation among students.
 It helps the students to apply learned knowledge into practice.
 It is a natural teaching method which develops individualization. It encourages self-learning and
tends to make them better life-long learners.
 It involves the participation from all the students as a group and helps in building team work and
collaboration. It develops complex problem-solving abilities and increases creative thinking.
 It inculcates initiative, critical thinking and clinical reasoning.
 It makes learning enjoyable and promotes close, friendly and more equal student-teacher
relationship.
 It enhances learners’ communication skills, improves self-expression and presentation skills.
 It makes learning more permanent.

19. LIMITATIONS OF PROBLEM-BASED
LEARNING
 A good PBL design is very time consuming and requires team’s dedicated effort.
 Not all teachers can become good facilitators, they need to be dedicated and trained. However, being good
facilitators can be very satisfying and self motivational for teachers.
 It requires more contact hours on the part of teacher. It reduces specific content knowledge and more suitable
for subjects which do not depend too much on prior content knowledge.
 To design a perfect PBL problem with multi disciplines in a curriculum, it requires excessive amount of
organization and requires the course to be validated.
 Assessing students in teamwork is a common issue in group assessments. Recognized individual outputs and
teamwork are important. Clear assessment criteria are always important.
 Tutors who enjoy passing-on their own knowledge and understanding may find PBL facilitation difficult and
frustrating.
 Students may be unsure how much self-directed study to do and what information is relevant and useful.

20. Bibliography
Kaur Sodhi Jaspreet, Comprehensive Textbook of Nursing Education, 1st ed. New
Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2017, Page No.- 70
R Promila, Nursing Communication and Educational Technology, 1st ed. New
Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2010, Page No.- 270
Suresh S. Communication and educational technology in nursing. 2nd ed. New
Delhi, India: Elsevier; 2016., Page No.- 272-276

22. Write down a short notes on:
Problem Based Learning

23. THANK YOU! 