Underagraduate Program in Dokuz Eylül University School of Nursing Problem-Based Learning Curriculum

Characteristics of the programme Four years, bachelor programme Four years, bachelor programme 4600 hours 4600 hours 260 students totally 260 students totally 46 FTE teaching staff 46 FTE teaching staff

What is problem-based learning? “ A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge.” H.S. Barrows 1982

Main objectives of the curriculum Structuring knowledge for use in practice Structuring knowledge for use in practice Developing effective clinical reasoning skills Developing effective clinical reasoning skills Developing effective self-directed learning skills Developing effective self-directed learning skills Increasing motivation for learning Increasing motivation for learning

“Problem based learning” approach Learning initiated by a problem Learning initiated by a problem Learning is shared in small groups (10-14) Learning is shared in small groups (10-14) Focuses on thinking skills Focuses on thinking skills Is self-directed and develops life-long learning skills Is self-directed and develops life-long learning skills Students takes greater responsibilty for their own learning Students takes greater responsibilty for their own learning The instructor’s role is to encourage student participation The instructor’s role is to encourage student participation

Tutorial 1 Monday Tutorial 2 Friday Tutorial 3 Wednesday Wk 1Wk 2 Module 1 Assessment Friday Tutorial 1 Tutorial 2 Tutorial 3 Wk 3Wk 4 Module 2 Assessment Schedule of the modules and tutorials One module is scheduled for 2 weeks & 3 sessions

Read the problem Shared group learning Apply it to solve problem Learn it- self study İdentfy learning needs Brainstorm- hypothesize Evaluate Steps of the PBL tutorial

Design of the curriculum Level I: the focus is on health. Level I: the focus is on health. Level II: the curriculum focus shifts health to minor illness Level II: the curriculum focus shifts health to minor illness Level III: the focus shifts minor to complex disorders Level III: the focus shifts minor to complex disorders Level IV: continue complex disorders and internship (community and hospital) Level IV: continue complex disorders and internship (community and hospital)

NURSİNG PROBLEM Biological concepts Psychological concepts Health- pathological concepts Nursing concepts Sociological concepts PBL Curriculum Conceptual Design

PERSON(s) Development Level of prevention NURSING : communication, care, critical thinking Enviromment: physical, psychosocial, biological, spiritual Health: wellness-illness continuum DEU School of Nursing Conceptual Framework

The key elements of the content of the curriculum Integration Integration Repetition Repetition Applications of the concept and theories to practice Applications of the concept and theories to practice Community oriented Community oriented Concrete to abstaract Concrete to abstaract Spiralling content Spiralling content

Clinical practice Level I: community placement Level I: community placement Level II: community and hospital placement Level II: community and hospital placement Level III: hospital placement Level III: hospital placement Level IV: hospital placement primary health care Level IV: hospital placement primary health care

Overwiev of the curriculum Biologic, social, nursing sciences Practice 123 Health, health promotion, primary prevention Community 45 Minor disorders Primary-secondary prevention Community and hospital 67 Complex disorders Secondary-tertiary prevention Hospital 8 Internship- community and hospital semester theo Person Health Nursing Environment Year I II III IV

Assessment Components of assessment: Problem solving ability Problem solving ability Self directed learning Self directed learning Group participation Group participation The knowledge/skills The knowledge/skills Ways to assess student learning: written exams, quizzes, term papers, projects, oral reports, essays, practical exams.