Nursing Education

1.  Prof. (Dr.) Virendra Singh Choudhary
PhD, M.Sc, MBA,BAMS

2. Introduction of problem based
learning.
History of problem based learning.
Definition of problem based learning
Goals of problem based learning.
Principles of problem based
learning.
Characteristics of problem based
learning.

3. Process of problem based learning
Advantages of problem based
learning.
Disadvantages of problem based
learning
Role of different persons in problem
based learning.

4. Common difficulties in problem
based learning
Professional behavior in problem
based learning.
Approaching group problems in
problem based learning.

6. Emerging changes in today’s society
such as rapid advances in technology
changes in environmental factors
and lifestyle may require a revision
in the present system of education.
Education in the 21st century
requires the development of nursing
students as effective problem
solvers.

7.  Problem based learning is considered as
an instructional approach that may solve
some of the important problems of
nursing education such as the difficulties
encountered by students to use the
knowledge gained in clinical setting and
integration of theory and practice.
Problem based learning is a method of
active, student centered, inquiry based
learning

10. In 1969, McMaster University in Canada
was the first to adopt it.
 Dr. Howard Barrow at McMaster is the
first to apply problem based learning
to medical education.
From the late 1970’s problem based
learning methodology spread to
several medical schools around this
world and other professional courses
adopted this method.

13. “Problem based learning can be
defined as the learning that results
from the process of working toward
the understanding or resolution of a
problem”
(Barrows 1980)

14. “Problem based learning as a teaching
learning method that includes
Study of clinical cases
Small discussion groups
Collaborative independent study”

(Vernon and Blake 1993)

15. Increased retention of knowledge.
Effective problem solving skills.
Develop self- directed, lifelong
learning skills
Become effective collaborator.

16. Strengthen student’s intrinsic
motivation.
Acquire basic knowledge.
Develop effective clinical reasoning.
Maintain personal characteristics and
attitude.

18. Focus is on student.
Development of his/her learning
capacities.
Encourage students to analyze
To understand
To solve
Co-operation with others
Importance of communication.

19. Development of practical skills
Development of self- directed learning
ability.
The integrated application of
knowledge and skills within practice
are encouraged.

20. Self- directed learning
Small group learning
Critical thinking skills
Integration of different parts of the
curriculum

21. FIRST REASON:-
Developing skills and more
specifically clinical reasoning skills
SECOND REASON:-
learning should take place in
context for students

22. FINAL REASON:-
Promotion of self- directed learning

25. Small group
Self directed learning with
objectives.
Should develop bridge between
theory and practice.
Teacher describes the problem.
Students are asked to investigate.

26. Students should learn how to apply
their knowledge for solutions.
Teacher is the facilitator of
student’s group.

28. Identify a problem suitable for the
students
Connect the problem with
professional practice

29. Give suitable responsibility for
defining their learning experiences
and to understand the problem
Encourage collaboration
Students should communicate
results of learning through
experience

30. Active and co-operative learning.
Ability to think critically.
Clinical reasoning.
Application of knowledge.
Enhance students responsibility.

31. Developing life long learning skills
Encourages students to work in
teams.
Helps in building experiences to
recall.
Increased Retention.
Increased Motivation.

34. Involves faculty time.
Difficult and expensive when class
size is large.
Evaluation is quite difficult
Resource-expensive
Initially uncomfortable for staff and
students.

38. A group member who is much quite
and not actively contributing to the
group’s learning is considered as a
problem.
Dominating group member
Time consuming

41. Respect
Responsibility
Self awareness
Communication skills

44. Listen carefully to everyone
Clarify issues with the group
Facilitate group solutions
Follow up on solutions

45. Introduction of problem based
learning.
History of problem based learning.
Definition of problem based learning
Goals of problem based learning.
Principles of problem based
learning.
Characteristics of problem based
learning.

46. Process of problem based learning
Advantages of problem based
learning.
Disadvantages of problem based
learning
Role of different persons in problem
based learning.

47. Common difficulties in problem
based learning
Professional behavior in problem
based learning.
Approaching group problems in
problem based learning.

48. Define problem based learning.
Enlist the steps in process of
problem based learning.
What are the advantages of problem
based learning?
What are the common difficulties in
problem based learning?

49. Shankaranarayanam, B; Sindhu B.
“Learning and teaching nursing”
Published by Jaypee publishers. Edition
4th Pp:- 83-85
Sudha R. (2013) “Nursing education-
Principles and concepts” Published by
Jaypee publishers. Edition 1st Pp 44-47.

50. Moyer A. Barbara. “Nursing Education,
foundation for practice excellence”
Published by Jaypee publishers Edition
1st Pp: 44-45, 191-192.
Sharma, Dinesh kumar (2008)
“Communication and Education
technology” Published by Lotus
publishers. Edition 1st Page 98.

51. http//www.studygp.net/pbl/htm.
http//www.stanfordedu/dept.
http//www.udel.edu/pbl