Problem solving and problem based learning in nursing education...

1. WELCOME

2. PRESENTED BY
MISS ANJALI CHATURVEDI

3. TOPIC
PRESENTATION ON
PROBLEM SOLVING
&
PBL

4. INTRODUCTION
Problem solving is a process that includes the
components of critical thinking and decision-
making. It tries to identify and correct the
underlying problem in situations. Problem
solving requires that a lot of time and energy
we spent on identifying the real problem. The
most common cause of failure to solve a
problem is the improper identification of the
problem.
A symptom of a problem is often misidentified
as the problem. When you resolve a symptom,
the problem will resurface.

5. DEFINITION
A systematic approach to defining the
problem (question or situation that
presents uncertainty, perplexity or
difficulty) and creating a vast number of
possible solution without judging these
solutions.
OR

6. CONT -
Problem solving is a tool, a skill and a
process;
It is a TOOL because it can help you
solve an immediate problem or to
achieve a goal.
It is a SKILL because once you have
learnt it you can use it repeatedly.
It is also a PROCESS because it
involves taking a number of steps.

7. CRITICAL THINKING
Critical thinking is an intellectual process of
actively and skilfully conceptualizing,
applying, analysing, synthesizing, or
evaluating information. The information can
be gathered from or generated by observation,
experience, reflection, reasoning or
communication. Critical thinking is taught
and used continuously in nursing, so the nurse
can apply that process to manage the
situations.

8. DECISION MAKING
The act of narrowing down the
possibilities, choosing a course of
action, and determining the action’s
potential consequences.

9. BACKGROUND OF
PROBLEM SOLVING
Before understand the method of problem
solving process it is very important to know
about the problem.

10. PROBLEM
A problem is a part of a situation,
that has some kind of barrier, so
that it cannot complete its
function and cannot reach its
purpose (Shibata, 1998).

11. CAUSES &
SYMPTOMS OF
THE
PROBLEM

12. CONT-
The symptoms of the problem have been
treated.
Or
The causes of the problem has been
isolated.
Sure symptoms treatment not a solution but
once you have found the real cause of a
problem you can decide how to deal with it.

13. METHOD OF PROBLEM
SOLVING PROCESS

14. STEP-1
SETTING THE PROBLEM
STATEMENT

15. DESCRIBE THE PROBLEM
Defining the problem is a crucial
step that involves digging deeper
to identify what it is that needs to
be solved. Diagnose the situation
so that your focus is on the
problem, not just its symptoms.

16. CHOOSE WHAT YOU WOULD DO
FIRST FROM THE LIST:-
write down a list of possible causes.
Write down everything you know
about the problem.
View the problem from different
perspective.
Identify the component of the
problem.
State the problem clearly and
specifically.

17. SETTING THE PROBLEM
STATEMENT:-
A problem statement is a single sentence
embraces your understanding of the
problem.
Not the cause of the problem, but the
problem it self.
Setting the problem statement is the single
most important action you will take in the
whole problem solving process.
It is important that you must be prepare to
put in time and effort to get it right.

18. NECESSITY OF THE
PROBLEM STATEMENT:-
A clear problem statement enables
you to decide what work must be
completed to find the cause.
Keeping the problem statement
visible during the search for the
causes and keeps effort focused in
the right area.

19. EFFECTIVENESS OF THE
PROBLEM STATEMENT:-
It must be in a single sentence.
Precise.
Understandable to a person with no
knowledge of the problem area.
Based on the description of the
problem.

20. STEP 2
ANALYZE THE PROBLEM

21. CONT -
In this step you are aiming to develop
a detailed specification of the
problem.
It also determine who is involved and
when and how often the problem
occurs.

22. CONT -
The purpose of this is to determine,
what the problem is not.
If things are going well, then they
cannot be part of the problem.
By analysing what is right you can
eliminate potential causes of the
problem and limit the scope of your
investigation.

23. STEP 3
IDENTIFY MANY
POTENTIAL SOLUTIONS
& CHOOSE THE BEST
SOLUTION

24. THE ROLE OF QUESTIONS

25. --A systematic approach to questioning, ensure you
don’t miss any important areas.
-If you don’t ask the right questions, you can’t
possibly get the right answers.
-The best questions nearly always start with:
WHAT? WHY? WHEN?
WHO? WHERE? HOW MUCH?
-Because such questions cannot be answered with a
single word, but require some form of comment.

26. HOW DO YOU DECIDE WHICH
QUESTION TO ASK
Essentially your problem
statement and description of the
problem are the best starting
points for generating questions.
Some techniques are also
important for arising the
questions;

27. BRAINSTROMING

28. -Brainstorming is a process of group
discussion to produce the ideas.

29. -To generate as many ideas as possible about:-
• The overall nature of the problem.
• The actions to be taken to solve the problem.
• Possible causes of the problem.
• Specific aspects of the problem.
- A member of the group gives an idea, you know
it is completely irrelevant. What should you do?
• Write down the idea as stated.
• Modify the idea to make it relevant. Ask the
members of the group whether they think the
idea is relevant.

30. EXAMPLES
How could we improve access to
healthy food in our community?
How could we improve school
attendance?
How might we limit cold and flu
transmission among students?

31. BUG LISTING
When listing the things they liked, the
group got a very different set of ideas.
It is quick and easy to use and very
useful for getting a feel about the
problem.

32. REVERSALS
“REVERSALS” is a simple
technique for a change to an
opposite direction or course of
action.
You simply take an issue that you
planned to brainstorm and reverse
it.

33. EXAMPLES-
How to attract more customers into my
store?
How to reduce the number of customers
visiting my store?
How to improve the quality of customer
service?
How to reduce the quality of customer
service?

34. STEP 4
PLAN OF ACTION

35. During this step, you determine what steps must be
taken, designating tasks where necessary. And you
decide on deadlines for completing the actions and
estimate the costs of implementing them.
Typically, this stage involves
narrowing down the possible ways to implement the
solution you’ve chosen, based on any constraints
that apply.
The complexity of the plan will depend on
the situation, but it should include the who, what,
and when of your proposed solution.

36. STEP 5
IMPLEMENT THE
SOLUTION

37. STRATEGIES USED IN
PROBLEM SOLVING

38. -Describe a problem and then encourage
learners to scan all the elements of a situation.
--Encourage learners to list basic questions to
use in solving a problem such as:
• Who can help for solve the problem?
• Where can information about the problem
be found?
• How many solutions to the problem are
there?

39. CONT -
Provide practice for learners in
listening empathically to other’s ideas
and in being critical of their own.
Encourage learner to continue to
generate solutions to a problem.
Ask learners to go to a new place or
person each day for ideas.

40. SOLVING A PROBLEM
INVOLVES A NUMBER OF
COGNITIVE ACTIVITIES

41. CONT-
Ascertaining what the problem really
is
Identifying the true causes of your
problem
Generating creative solutions to the
problem
Evaluating and choosing the best
solution
Implementing the best solution.

42. BARRIERS TO EFFECTIVE
PROBLEM SOLVING

43. CONT-
Failure to recognize the problem.
Conceiving the problem to narrowly.
Making a hasty choice.
Failure to consider all consequences.
Failure to consider the flexibility of
the solution.

44. PROBLEM
BASED
LEARNING
OR
PBL

45. INTRODUCTION ON
PBL

46. CONT -
Problem based learning is a type
of instruction, in that students
work together to solve real –
world problems in their schools
and communities.

47. CONT-
They clarify the facts of the case.
 They define what the problem is.
 They brainstorm ideas based on the
prior knowledge.
They identify what they need to learn
to work on the problem, what they do
not know (learning issues).

48. DEFINITION OF PBL

49. CONT-
PBL is a curriculum development and
delivery system that recognizes the need to
develop problem solving skills as well as
the necessity of helping students to acquire
necessary knowledge and skills.
PBL is a term describing techniques that
make students take an active, task, oriented
and self-directed approach to their own
learning. It can also provide student with
insight into the research process.

50. HISTORY OF THE PBL

51. CONT-
Problem based learning became a
feature of medical education during the
1960s and has since been taken up in
field of professional training (ex.
Nursing, architecture, engineering ).
The “authentic” PBL was first
systematized by medical educationalists
at MC master university Ontario,
Canada.

52. CONCEPT OF THE PBL

53. CONT -
PBL prepare the students to think
critically, analytically and to find and
appropriate learning resources.
It shifts focus from the teacher to the
students.
“Problems” in PBL are typically in
the form of cause, narratives of
complex, real world challenges
common to the being studied.

54. PRINCIPLES OF PBL

55. CONT -
Problems develop “problem – solving
skills”.
Teacher are facilitators and guides.
 New information is acquired through
self – directed learning.
Eight to ten participants are
necessary.
Staff set the problems and students
attempts to receive them.

56. CONT -
Independence of enquiry.
Student solve the problem by
using guidelines to approach the
problem.
Student meet the tutor weekly or
biweekly.

57. STAGES OR PROCESS OF
THE PROBLEM BASED
LEARNING

58. STAGE 1ST -
UNDERSTANDING THE PROBLEM

59. CONT -
Do I understand what is being asked
to me?
What do I know about the problem?
How would I describe/define this
problem?
What are the issues and component?
What solutions are possible?

60. STAGE 2ND -
LEARNING ABOUT THE PROBLEM

61. CONT -
What do we need to know in order to
evaluate the possible solution?
Who will collect which information?
What resources are available?
How can I teach this, to my group
members?

62. STAGE 3RD
SOLVING THE PROBLEM

63. CONT -
How to apply my new knowledge to
solve the problem?
What documentation is required?
What similar problem could I solve
this way?

64. STAGE 4TH
REFLECTING ON THE PROCESS

65. CONT -
What went well?
What would I do differently next
time?
How does this problem related to
others I have experience?
What have I learned that can apply to
the real world and other problem?

66. ROLE OF TEACHER IN PBL

67. CONT -
PBL is student centred.
The instructor’s role can be to
model different kind of problem
solving strategies.
The tutor acts as a facilitator and
resource person.

68. CONT -
The tutor adopts the role of “
information broker” during the
learning process, responding with
guidance as necessary.
He acts as modeller, negotiator,
mediator, evaluator, director, activator
and listener.

69. ROLE OF THE STUDENTS

70. CONT -
Engage with problem, identify what is
known and what they don’t know.
Students must understand they are
responsible for research and they have
to be active.
Make self – assessment throughout
the process.

71. CONT -
Cooperatively organize and seek
information.
Develop maturity and decision –
making skill.

72. REQUIREMENTS OF THE
PBL

73. CONT -
Students must have the responsibility
for their own learning.
Learning should be integrated from a
wide range of discipline or subjects.
Activities must be those valued in the
real world.

74. CONT -
Examination measures student
progress toward the goal of the PBL.
Collaboration is essential.
PBL/problem based learning must be
the pedagogical base in the
curriculum.

75. IMPORTANCE OF PBL IN
NURSING

76. CONT -
Prepare the nurse to manage changes
in health care.
Develop lifelong skill to be
transferred into the clinical practice.
Enquiry based learning.
Promotes ethics, partnership,
creativity and group process.
It improves the nurses self – directed
independent learning.

77. USE OF PROBLEM BASED
LEARNING