Underagraduate ProgramUnderagraduate Programin in

Dokuz Eylül University Dokuz Eylül University School of Nursing School of Nursing

Problem-Based Learning Curriculum

Characteristics of the programme

Four years, bachelor programmeFour years, bachelor programme 4600 hours4600 hours 260 students totally260 students totally 46 FTE teaching staff46 FTE teaching staff

What is problem-based learning?What is problem-based learning?

“ “ A learning method based on the A learning method based on the principle of using problems as a principle of using problems as a starting point for the acquisition and starting point for the acquisition and integration of new knowledge.”integration of new knowledge.”

H.S. Barrows 1982H.S. Barrows 1982

Main objectives of the curriculum

Structuring knowledge for use in practiceStructuring knowledge for use in practice Developing effective clinical reasoning Developing effective clinical reasoning

skillsskills Developing effective self-directed learning Developing effective self-directed learning

skillsskills Increasing motivation for learningIncreasing motivation for learning

“Problem based learning” approach

Learning initiated by a problemLearning initiated by a problem Learning Learning is shared in small groups (10-14)is shared in small groups (10-14) Focuses on thinking skillsFocuses on thinking skills Is self-directed and develops life-long learning Is self-directed and develops life-long learning

skillsskills Students takes greater responsibilty for their own Students takes greater responsibilty for their own

learning learning The instructor’s role is to encourage student The instructor’s role is to encourage student

participation participation

Tutorial 1

Monday

Tutorial 2

Friday

Tutorial 3

Wednesday

Wk 1 Wk 2

Module 1

Assessment

Friday

Tutorial 1

Tutorial 2

Tutorial 3

Wk 3 Wk 4

Module 2

Assessment

Schedule of the modules and tutorials

One module is scheduled for 2 weeks & 3 sessions

Read the problem

Shared group learningApply it to solve problem

Learn it-self study

İdentfy learning needs

Brainstorm- hypothesize

Evaluate

Steps of the PBL tutorial

Design of the curriculum

Level ILevel I: the focus is on health.: the focus is on health. Level IILevel II: the curriculum focus shifts health to : the curriculum focus shifts health to

minor illnessminor illness Level IIILevel III: the focus shifts minor to complex : the focus shifts minor to complex

disordersdisorders Level IVLevel IV: : continue complex disorders and continue complex disorders and

internshipinternship (community and hospital) (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

Envi

rom

men

t: ph

ysic

al, p

sych

osoc

ial,

biol

ogic

al, s

pirit

ual H

ealth: wellness-illness continuum

DEU School of Nursing Conceptual Framework

The key elements of the content of the curriculum IIntegrationntegration RepetitionRepetition Applications of the concept and theories to Applications of the concept and theories to

practicepractice Community orientedCommunity oriented Concrete to abstaractConcrete to abstaract Spiralling contentSpiralling content

Clinical practice

Level I:Level I: community placement community placement Level IILevel II: : community and community and hospital placementhospital placement Level IIILevel III: hospital placement: hospital placement Level IV: hospital placement Level IV: hospital placement

primary health care primary health care

Ove

rwie

v o f

t he

curr

icu l

u m Biologic, social, nursing sciencesBiologic, social, nursing sciences PracticePractice

11

22

33

Health, health promotion, primary Health, health promotion, primary preventionprevention

Community Community

44

55

Minor disordersMinor disorders

Primary-secondary preventionPrimary-secondary prevention

Community Community and hospital and hospital

66

77

Complex disordersComplex disorders

Secondary-tertiary preventionSecondary-tertiary prevention

HospitalHospital

8 Internship- community and hospital

semestertheo

Person Health Nursing Environment

Year

I

II

III

IV

Assessment

Components of assessmentComponents of assessment:: Problem solving abilityProblem solving ability Self directed learningSelf directed learning Group participation Group participation The knowledge/skillsThe knowledge/skills

Ways to assess student learningWays to assess student learning: written exams, quizzes, : written exams, quizzes, term papers, projects, oral reports, essays, practical term papers, projects, oral reports, essays, practical exams.exams.