Revolution in Nursing Education: Problem Based Learning Approach

Running head: NURSING
Nursing
Name of the Student
Name of the University
Author Note

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Revolution in the nursing education
21st century experienced a rapid change in the universal healthcare condition along
with social challenges and progress in education. Under this changing environment there is an
urgent need to develop problem solving skills among the educated mass in order to handle the
complex circumstance. This can be achieved via making sudden changes within educational
strategy (Tiwari et al. 2006). According to Rowan, McCourt and Beake (2008), lecturing is
one of the general teaching schemes in the nursing educational framework. It is one way
transmission of knowledge in which the students are passive participants, receiving only
resumes. However, in lecturing there is also a scope of exchange in information through
questions and answers at the end of lecture session. But it rarely occurs and is mostly
overlooked due to lack of time. Safari et al. (2006) stated that in lecture, the students rarely
get an opportunity to understand how they are supposed to learn. Thus Yuan et al. (2011) are
of the opinion that there is a need to review the traditional procedures of teaching in order to
have substantial benefit from effective learner-centred teaching. Oladipo et al. (2011) stated
that it is expected that the educational approaches which are learner-centred encourages the
skills of the learner towards effective team work, communication, taking active responsibility
and engaging in the problem solving skills in the process of learning and making critical
review and sharing of knowledge. Problem Based Learning (PBL) is regarded as learner-
centred method used for educating the students. It enables the prospective learners to learn
through the process of discussion, arguments, questioning and brain storming activities. It
also helps to work under a set of team while trying to identify the goals of the learning
process by employing self-motivated studying. PBL helps in developing self-directed skills of
learning that promotes critical thinking skills (Dolmans et al. 2005; Lekalakla-Mokgele
2010).

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Problem Based Learning (PBL)
The first initiative to recognise the PL approach in the effective teaching curriculum
was done in McMaster School of Medicine in Canada in the year 1965. The approach was
modified further by Dr. Howard Barrows in the years 1988 (Berkson 1993). PBL is defined
as a pupil-centred approach for learning that helps the students to work cooperatively in
groups to seek solutions to certain situations and problems (Rideout and Carpio 2001). PBL
approach makes students encounter with certain situation or problem and asks them to make
use of the previous knowledge or previously acquired knowledge in order to gain new
insights in handling that situation. Lin et al. (2010) stated that there are different domains in
the PBL process and this includes problem analysis, proper establishment of the specific
learning objectives, and gathering of the information, making abstract and final self-
reflection. Under the PBL approach, students come across problem-solving situations under
mini groups. These groups are require to decide the kind of data they need in order to
highlight the issue with that particular situation or problem and then try and understand the
issue followed by effective communication with group members to find out a solution. This
will be followed by re-formulation of the solution and subsequent application of the same in
order to resolve the problem (Yuan et al. 2008). According to Kammanee (2008), PBL helps
to make the learning process meaningful and help the learner to develop the skills for critical
thinking.
The philosophy underlying the PBL is guided by transformation learning approach.
This is based on realistic, real-time process that indulges pupils in self-directed process of
inquiry and effective critical thinking process. Under the PBL approach, the students take the
role of the registered nurses as they work under groups in order to experience the real practice
scenarios under the classroom settings. There is a significant amount of research involving
the graduate students from the medical background in PBL programs, there is limited

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research conducted over the nursing graduates (Jones et al. 2002; Koh et al. 2008; Wood
2008). PBL gradates have highlighted that learning under PBL approach has assisted then in
the effective development of the communication skills, decision-making skills, team work,
evidence based practice, problem solving skills, knowledge about informatics along with
showing the approach for the self-directed learning (Wood 2008). The study conducted by
Mahlungulu,and Uys (2004) highlighted that when compare with the non-PBL graduates, the
PBL graduate nurses are successful in demonstrating effective problem solving skills that
involve the application of the higher order communication skills along with effective
interpersonal skills.
Theory of PBL
Primarily, PBL was designed on the guidelines of the adult learning theory (Distles
2007). Farmer (2004) is of the opinion that the success of developing PBL programs can be
done if the approach is extracted from the adult learning theory. Moreover the theory also
explains the details of PBL theory (Yuan et al. 2009; Lee et al. 2004; Cooke and Moyle 2002;
Morales-Mann and Kaitell 2001; White et al. 1999; Stem 1997). The traits of the adult learner
are identical with the theory defined under PBL approach. Both the learning approach
provides emphasis on the importance of assisting pupils to become self-dependent while
learning along with an eagerness to learn by employing previous experiences and knowledge
and using what they have experienced under live situations. Moreover, under PBL approach,
the strategies suggested by Knowles has highlighted the importance of encouraging adults to
learn and these strategies were identical to the elements of PBL as discussed in the literary
articles like case studies, group methods and group discussion. PBL facilitates the principles
proposed by Knowles in the domain of the adult learning theory by the below mentioned
process: use of case methods or case scenarios to stimulate the required of the students’ need