I have just read an article on problem-based learning of teaching nurses and will use this as one of my teaching strategies.
Problem-based learning provides an excellent bridge between theory and practice. So what is it?
According to Chunta and Katrancha (2010), it is a method of teaching using a case scenario that challenges critical thinking and provides a framework for directed learning, self evaluation, interpersonal communication and access and retrieval of information. It helps the leaner link facts, concepts and principles to make decisions related to clinical situations. Problem based learning will help me to deliver the outcomes of my course which has an inter-personal component and a theory component (see last blog posting).
The problem –based learning method has four basic stages problem analysis, brainstorming, self-directed leaning and solution testing. The student group works together to gain knowledge about the problem by using a range of resources and tools such as text books and internet information. This simulates the kind of problem solving activity that a nurse would engage in to solve a problem in a clinical nursing situation.
Problem–based scenarios are usually case studies that have been written with a clear purpose and learning objectives. They are considered as a living document as they need revision and updating over the process of learning. The educators’ role in learning is that of group facilitator, to model, guide and coach the learning process. The educator should also encourage decision making and collaboration among the students. The group evaluates the decision at every step of the process and feedback is provided by the facilitators.
Sounds very helpful and a process that embraces learner centred-flexibility. The challenge will be to write the case scenarios!
Reference
Chunta, K. and Katrancha, E. D. (2010). Using problem-based learning in staff development. Strategies for teaching registered nurses and new graduate nurses. The Journal of Continuing Education in Nursing, 41(12), pp 557-564.
Liz I am definitely a fan of problem-based learning, also called scenario-based or case-based learning. It is an excellent approach for assisting students to make links between topics, and between theory and practice which is always a challenge. The learning experience is certainly extended when students work together in groups, and each person takes responsibility for a particular part of the scenario. Good scenarios are challenging to write, and in my experience need to have the right balance of challenge and mystery and guidance to encourage students to participate fully and explore the scenario. If it is too easy they wont be interested for long, and if it is too complex they will give up. So how to motivate them to think critically without blocking access to a meaningful learning experience - that is the question?
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