Problem Based Learning: Its Use in the Nursing Skills Lab AFACCT Annual Conference, January 12-13, 2006 Lisa Gotschall, MS, RN, CS Kathy Martin, MS, RN, CS Frederick Community College Frederick, MD

Learning Outcomes After completion of this program, participants will be able to: After completion of this program, participants will be able to: –Describe the tenets of Problem Based Learning –State strengths and weaknesses of Problem Based Learning –Describe how Problem Based Learning enhances the development of critical thinking skills –Describe how Problem Based Learning can be utilized in the nursing skills lab

Basic Tenets of Problem Based Learning Instructional method using “real world” problems Instructional method using “real world” problems Students: Students: –Acquire knowledge – emphasis is on “making meaning” –Increases relevance of new material –Practice critical thinking and problem solving skills –Identify and utilize learning resources

Why PBL? Promotes critical thinking Promotes critical thinking –Analysis –Reasoning –Decision making –Independent judgment

Why PBL? Promotes group work – brainstorming, cooperation, communication, problem solving Promotes group work – brainstorming, cooperation, communication, problem solving Encourages ownership of the learning process Encourages ownership of the learning process –Prepares students to be life-long learners All essential characteristics of a professional nurse All essential characteristics of a professional nurse

Disadvantages of PBL Transition is difficult for students and faculty Transition is difficult for students and faculty –Non-traditional delivery of information Increased time to teach content Increased time to teach content –Increased prep time Finding problems – writing problems Finding problems – writing problems Faculty lack of skills as facilitators Faculty lack of skills as facilitators

Student Role Present student group with problem Present student group with problem Group roles emerge Group roles emerge Group discussion Group discussion –Identify previous knowledge –Identify knowledge gaps –Students rank learning issues –Summarize new knowledge Ongoing process for ALL Ongoing process for ALL

Faculty Role Guide, probe, question, direct Guide, probe, question, direct Support student inquiry Support student inquiry Provide direction to resources Provide direction to resources Can stop group discussions to “focus” on key learning outcome content Can stop group discussions to “focus” on key learning outcome content Monitor group functioning Monitor group functioning

Creating Problems Content reasonable for time allowed Content reasonable for time allowed Consider learning objectives Consider learning objectives Complex enough to incorporate prior knowledge Complex enough to incorporate prior knowledge

How to Create Problems 1.Identify major concept or main idea 2.Include some details that propel the students toward learning objectives Specific guiding questions Specific guiding questions 3.Provide adequate access to resources

Resources Library Library Mannequins Mannequins Skills Packs Skills Packs PDA’s PDA’s Computer Software Computer Software Skills DVD’s Skills DVD’s

How FCC Implements PBL Groups 3-4 students in skills lab Groups 3-4 students in skills lab 11 – 3 hour labs using PBL problems 11 – 3 hour labs using PBL problems –First 30 min. discussion of problem Review known information – using TLC Medical Center database Review known information – using TLC Medical Center database Identify learning goals Identify learning goals –Utilize resources Client scenarios (syllabus) Client scenarios (syllabus) Library, textbooks, videos, Skills DVD, PDA’s Library, textbooks, videos, Skills DVD, PDA’s Wrap up and share solutions to problems Wrap up and share solutions to problems Attempt to answer NCLEX-style questions Attempt to answer NCLEX-style questions –Practice skills Skills packs Skills packs Mannequins Mannequins

Sample Problem

Sample Calendar

Questions?? Kathy Martin – Lisa Gotschall –