This book provides first-hand guidance for those involved in nurse education who are interested in the introduction of this exciting new strategy for teaching and learning. The suitability of problem-based learning (PBL) as a philosophy for nurse education in the new millennium is discussed through a series of reflective accounts by educationalists who have successfully implemented PBL. Topics covered include the nature of PBL, developing a problem-based curriculum, facilitor preparation, distance learning and assessment for PBL.
Problem-based learning places the student at the centre of a process which integrates what is learned in a lecture with actual experience. Key chapters on facilitation, clinical practice, assessment and evaluation.
With the growing interest in problem-based learning among nurse educators worldwide comes the need for a book that will be a comprehensive guide and resource for anyone considering its implementation in nursing education. This book is that resource. Its strength is its integration of relevant theory, research, and practical information. It is an invaluable resource for nursing faculty contemplating the use of the problem-based learning model.
This complete guide to problem-based learning (PBL) in medicine and health professions explains the aims and essential elements of PBL and provides keys for successfully working in small groups.
In this book, the authors address some basic problems in the learning of biomedical science, medicine, and the other health sciences. Students in most medical schools, especially in basic science courses, are required to memorize a large number of "facts," facts which may or may not be relevant to medical practice. Problem-based learning has two fundamental postulates--the learning through problem-solving is much more effective for creating a body of knowledge usable in the future, and that physician skills most important for patients are problem-solving skills, rather than memory skills. This book presents the scientific basis of problem-based learning and goes on to describe the approaches to problem-based medical learning that have been developed over the years at McMaster University, largely by Barrows and Tamblyn.
Improving the health of the population requires a public health perspective. We have written this book to demonstrate its nature. Improving the population’s health is the occupational raison d'etre of public health professionals. However, because the population’s health is affected by all facets of society’s activities (see Figure A), possessing a public health perspective is relevant to a wide variety of other professions and disciplines. Although doctors and nurses, social workers, teachers, etc., work with individuals, this book provides new insights for them to consider individuals within the wider context and offers increased possibilities for problem solving. For example, poor living conditions adversely affect school- work, dysfunctional families militate against a patient’s recovery and fear of violence on a housing estate limits the social life of an older person, which in turn creates isolation, loneliness and health deterioration. Given this broader perspective, the solution to a problem may lie in improving the wider environment rather than focusing on the symptoms exhibited by the individual. Taking a public health perspective therefore increases the opportunities for improving the population’s health and well-being. We aim to demonstrate to readers, through practical examples, the network of knowledge and skills required to tackle the challenges that daily confront all professionals concerned with people’s health. Each chapter is devoted to exploring one of the ten areas of public health competence as defined by the Faculty of Public Health Medicine.1 This has been achieved using a problem- based, self-directed learning model. Each of the chapter authors was given a broad brief but with some leeway and licence in how they presented their work. This reflects the reality of public health practice. Foreward.
Problem-based learning (PBL) has excited interest among educators around the world for several decades. Among the most notable applications of PBL is the approach taken at the Faculty of Health, Medicine and Life sciences (FHML) at Maastricht University, the Netherlands. Starting in 1974 as a medical school, the faculty embarked on the innovative pathway of problem-based learning, trying to establish a medical training program which applied recent insights of education which would be better adapted to the needs of the modem physician. The medical school, currently part of the FHML, can be considered as an 'established' school, where original innovations and educational changes have become part of a routine. The first book to bring this wealth of information together, Lessons from Problem-based Learning documents those findings and shares the experiences of those involved, to encourage further debate and refinement of problem-based learning in specific applications elsewhere and in general educational discussion and thought. Each chapter provides a description of why and what has been done in the Maastricht program, followed by reflection on the benefits and issues that have arisen for these developments. The final section of the book examines the application of PBL in the future, and how it is likely to develop further.
Community health nurses are confronted with unique problems throughout their career. Students learning from CASE STUDIES IN COMMUNITY HEALTH NURSING PRACTICE are prepared for these challenges. This unique text and workbook teaches students to think critically and apply knowledge to solve problems. As students explore each case in detail, they use problem-based learning techniques to apply their knowledge, ask the right questions, gather supporting data, sort through options, and determine optimal solutions with rationales and possible consequences. The problem-based learning approach in this text will help students develop creative and critical thinking skills and demonstrate problem-solving abilities. * Includes 18 case studies representing various community health issues. Each case teaches students to apply what they already know and gather new information to determine solutions to real world and complex problems. * Provides questions to guide case analysis that take the student through the steps of the problem-solving process. * Employs a workbook-type layout in a lay-flat binding that allows ample room to take notes and write solutions to the cases. * Supports individual, small group, or classrooom use with its format and case-study approach.
Like most good educational interventions, problem-based learning (PBL) did not grow out of theory, but out of a practical problem. Medical students were bored, dropping out, and unable to apply what they had learned in lectures to their practical experiences a couple of years later. Neurologist Howard S. Barrows reversed the sequence, presenting students with patient problems to solve in small groups and requiring them to seek relevant knowledge in an effort to solve those problems. Out of his work, PBL was born. The application of PBL approaches has now spread far beyond medical education. Today, PBL is used at levels from elementary school to adult education, in disciplines ranging across the humanities and sciences, and in both academic and corporate settings. This book aims to take stock of developments in the field and to bridge the gap between practice and the theoretical tradition, originated by Barrows, that underlies PBL techniques.
Problem-based learning is a way of constructing and teaching courses using problems as the stimulus and focus for student activity. This edition looks at the topic in the light of changes since the first edition (1991). There are new chapters on the impact of PBL, and inquiry and action learning.
