Problem Based Learning: Its Use in the Nursing Skills Lab AFACCT Annual Conference, January 12-13, 2006

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

2. Learning Outcomes • 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

3. Basic Tenets of Problem Based Learning • Instructional method using “real world” problems • 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

4. Why PBL? • Promotes critical thinking • Analysis • Reasoning • Decision making • Independent judgment

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

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

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

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

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

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

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

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

13. Sample Problem

14. Sample Calendar

15. Questions??Kathy Martin – kmartin@frederick.eduLisa Gotschall – lgotschall@frederick.edu