A Proposed Model for Online delivery in a PBL Curriculum

1. A Proposed Model for Online delivery in a PBL Curriculum Julian Pearce Deakin University

2. Current PBL • HNN 306 Complex Acute Care Nursing Unit • Undergraduate on campus unit • Approx 350 students • Last semester of study in nursing degree

3. PBL Structure • Tutorial groups of 25 – 30 students • Sub groups within each • Exposed to Problem Solving Scenario (PSS) • Authentic clinical cases • De-identified patient documentation

5. Lecture Session 1 F2F Groups • I D Learning needs • Mechanism(s) • Nursing interventions • Medical interventions • Delegate Research • Generate Hypotheses • Problem statements • Prioritised • PSS • Small group • Identify cues • Cluster cues • Session 2 • F2F Large group • Present learning • Mechanism(s) • Nursing Interventions Facilitated Skills Laboratory

6. Evidence re PBL curricular outcomes • Improved problem solving ability • Improved autonomous learning • Improved critical thinking • Improved communication & teamwork • Use more initiative in workplace (Williams, 1999; Morales-Mann & Kaitell, 2001).

7. International Association of University Presidents “Students had less time to attend classes, were perennially late with essays and were less likely than in the past to interact with staff and fellow students” (Kirby, 2002).

8. “…. the teacher must be sure that the demands of the context are compatible with their pedagogical intentions” (Laurillard, 1993, p. 211). Learning context

9. Students’ priorities • Commitment to “part time” jobs for many “full time”students • Final semester job interviews • Potential risk in PBL units of • Inadequate contribution to resourcing their team • Non attendance at team & facilitated sessions • Perfunctory approach • Superficial learning • Knowledge gaps • Inconsistent outcomes between team cohorts

10. Learning context Student cohort context Significant numbers working significant time in casual jobs • Final year cohort (H326) = 98% PT or Casual • Typically shift work or part time • “Rationalize” on campus commitment Pedagogy predicated upon premise of • Full time students • On campus

11. AUTC Research: Nursing Curriculum “… the paucity of empirical evidence on curricular issues and the resulting lack of best practice models for curriculum design, teaching, learning and assessment”(Clare, White, Edwards, & van Loon, 2002, p.1).

12. AUTC • Multiple teaching & learning styles required to compensate for deficits in individual styles • Students require clear goals for learning • Internet based courses, can achieve learning outcomes comparable with on campus (Russell, 1999; Halstead & Coudret, 2000).

13. AUTC Recommended Attributes Nurses • Critical thinking, reflective and self directed • Lifelong learners Nursing curricula • Learner centred • Problem – focused learning • Evidence based practice • Flexibility of entry & curricula delivery

14. Solutions? Flexible delivery online options But potential tension with current undergraduate PBL pedagogy Face to face Group based Small teams Facilitator guidance

15. DSO Functionality well suited Learning modules Individual self paced approach engagement with PSS Selective release Learning resources Of Learning modules Materials within a given learning module Media library of resources Quizzes

16. Functionality cont.d • Private discussion groups • Document sharing area • Student online work areas for work in progress • Academic facilitator can track student progress online • Evaluate learning issues

17. Proposed PBL online model DSO Enhanced Problem Based Learning • Individual engagement with PSS online • Virtual tutor & online forums • Come together on campus for 2 hour small group work on “analogue” PSS • PBL group F2F single intensive session per week

18. Virtual tutor • Pose questions and challenges • Answers key to release next resource in module • Suggest links to information sites • Can explain some complex mechanisms • Contextualize attitudes? Process that mimics student’s clinical field experience

19. Laboratory Skills • Online, CD ROM, DVD demonstrations of correct technique • Specific objectives • Pairs or small team skill session practice • On campus labs • Field experience venues • Not facilitated by teaching staff • Demonstrate competency • Formative on campus • Summative on clinical experience

20. Skills laboratory Individual student Small Group F2F session Deakin Studies Online Analogue PSS problem solving • Identify cues • Develop hypotheses • Identify patient problems • Share knowledge • Detail interventions required • CLOSURE • Virtual tutor • Guide learning • Selective release • Quizzes • Links to resources • Media library • Lecture notes • Discussion area Selective release PSS modules Field experience

21. Potential Outcomes • Increased flexibility for students • Mirrors student fieldwork processes • Increased certainty re individual outcomes, but • Is more directive than current PBL process • Student input to grow resource media file • Future development for remote users

22. Conclusion I hear and I forget I see and I remember I do and I understand Chinese Proverb

23. References Barrows, H. (1988). The facilitated session process. Springfield Illinois. Southern Illionois University School of Medicine. Clare, J., White, J., Edwards, H. & van Loon, A. (2002). Learning outcomes and curriculum development in major disciplines: Nursing Final Report. Australian Universities Teaching Committee. Adelaide. Halstead, J. & Coudret, N.(2000). Implementing web-based instruction in a school of nursing: implications for faculty and students. Journal of Professional Nursing. 16(5); 273-281. Kirby, M.(2002). Jobs distracting students. The Age. June 27. Laurillard, D. (1993). Rethinking university teaching. London, Routledge. Morales-Mann, E. & Kaitell, C. (2001). Problem-based learning in a new Canadian curriculum. Journal of Advanced Nursing. 33(1); 13-19. Russell, T. (1999). The no significant phenomenon, a comparative research annotated bibliography on teaching for distance education. Office of Instructional Telecommunications North Carolina State University, Raleigh. Williams, A. (1999). An antipodean evaluation of problem-based learning by clinical educators. Nurse Education Today. 19(8); 659-67.