Steven Pearce RN, MSc, BA (Hons), Dip Ed. Anna Jones RN ... 03... · Problem Based Learning -...
Transcript of Steven Pearce RN, MSc, BA (Hons), Dip Ed. Anna Jones RN ... 03... · Problem Based Learning -...
Steven Pearce
RN, MSc, BA (Hons), Dip Ed.
Anna Jones RN, MSc, BN.
Problem Based Learning - Definition Problem based learning
is a form of educational practice whereby the student is presented with a problem which then acts as a catalyst for learning.
PBL is a popular approach to learning in health care.
It aims to develop problem-solving skills and foster team-working.
PBL differs from the lecture or the “talk and chalk” model in that the students themselves direct their own learning and the tutor acts as a facilitator or guide
PBL: Its use within Critical Care Education.
PBL used within the clinical area
More structured application within academic setting
Accredited learning
Develop critical thinking skills essential for critical care working
Cardiff University, Critical Care and PBL Introduced to support the
development of a new critical care nursing module, at BSc (level 6 HeFCW)
An alternative mode of learning and teaching that draws on the problem based nature of critical care nursing
Had previously been applied to undergraduate nursing within the University of Wales College of Medicine (UWCM) – merged with Cardiff University
The aim of the BSc. (Honours) pathway in critical care nursing was to develop a caring patient focused, inquiring and flexible nurse, who can analyse and engage in practice development, reflecting the level of patient need rather than being determined by the clinical environment.
Buckinghamshire New University, Critical Care and PBL. Within the Intensive Care module and Acute
Respiratory Care module, PBL was introduced as a specific element
An alternative learning mode in addition to the traditional methods approach to teaching
PBL was applied to assist with group cohesion due to the multiple units/ students that recruit to the modules
PBL also influenced learning and teaching due to the multicultural nature of the student body
So what does PBL look like?
Trigger Questions: A Critical Care Example The patient’s history:
George Thomas, a 58 year gentleman. He is a list case admission for aorto bifemoral bypass. Day 5 post operative a collection is noted on the right hand side of the abdominal wound, excised and drained of pus. Day 6 George’s condition deteriorates with increased temperature, tachycardia and he begins to cough up sputum. His oxygen saturations drop with bilateral crackles in lung bases. Seen by surgical registrar who makes a provisional diagnosis of pneumonia.
Trigger questions:
Discuss the political and professional care content to include the origination of the DoH (2001) and WAG (2006) levels of patient classification.
Discuss Outreach and MEWS, and the related professional implications.
George has become dehydrated and requires fluid management. Discuss the rationale, implications and nursing interventions when administering:
Colloid
Crystalloids
Trigger Questions: A Respiratory Care Example
Trigger questions: Discuss end of life issues in
relation to patients with a long term chronic respiratory disease
Take into account the principles of breaking bad news and the role of the nurse.
Considering professional and political drivers, as well as Tom’s past medical history, including the events of his recent hospital admission, discuss the options available to help Tom live as independently as possible back in the community.
Qualitative Evaluations: Bucks New University:
‘It relies on everyone pulling their own weight’
‘Sometimes difficult to establish good communication within PBL group’
‘Gives you the independence of working at your own pace’
‘Makes you look at the patient from different aspects’
‘Allows you to discuss problems and not just accept facts’
‘Students can spot their lack of knowledge and focus their work on it’
‘More interactive and creative way of learning’.
Cardiff University:
‘Triggers took time -distracted from focus of other learning needs’
‘Bit more taught lectures would have been appreciated’
‘Course could have taught much more’
‘Enjoyable - researching focused topics’/ ‘Enjoyed the triggers – made me go away and gather info rather than just being taught in class’
‘Better way of learning’/ ‘Lots of self directed learning – good’/ ‘Learning needs met’
‘Found it very helpful with regards to my work as a critical care nurse’.
Benefits and limitations: Benefits:
Teaches additional skills such as presentation skills
Develops team working within education
Social skills development
Triggers reflect real life situations – preparation for practice.
Limitations:
Resource intensive
Student perceptions of PBL versus traditional teaching methods
Use within post-registration courses limited
Conclusion and future development Financial and political drivers
will in future decrease study leave, therefore need to equip nurses with self directed learning modes – ‘learning how to learn’
Incorporation into more programmes and modules at all levels of education
Education within the UK moving towards all graduate workforce, therefore need to support nurses’ learning
Thank you – any questions? Diolch yn fawr – unrhyw gwestiynnau?