1 / 12

Problem Based Learning Diabetes Education

Problem Based Learning Diabetes Education. Sylvia Parker November 13, 2012 Nursing 534: Strategies for Teaching Nursing University of Scranton. Definition. Watering & Dochy (2005) described Problem based learning as:

vicky
Télécharger la présentation

Problem Based Learning Diabetes Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Problem Based LearningDiabetes Education Sylvia Parker November 13, 2012 Nursing 534: Strategies for Teaching Nursing University of Scranton

  2. Definition Watering & Dochy (2005) described Problem based learning as: • An approach to learning that presents students with real life problems; • Students work in small groups to solved the “problem”. • As a result, the students develop improved critical thinking skills; • Process facilitated by educator (DeYoung, 2009)

  3. The Motivation to Learn Begins with a Problem In a problem-based learning (PBL) model, students engage complex, challenging problems and collaboratively work toward their resolution. PBL is about students connecting disciplinary knowledge to real-world problems—the motivation to solve a problem becomes the motivation to learn. PBL@UD Definition (Con’t) • Problem Based Learningresults from the process of working toward resolving a problem (Billings & Halstead, 2012).

  4. Small Groups • The Motivation to Learn Begins with a Problem • In a problem-based learning (PBL) model, students engage complex, challenging problems and collaboratively work toward their resolution. PBL is about students connecting disciplinary knowledge to real-world problems—the motivation to solve a problem becomes the motivation to learn. • PBL@UD

  5. Teaching Objective & Strategy • Learning Objectives (1): • Objective: • Problem based learning small learning group will review the definitions of the differences between Type 1 & Type 2 Diabetes, to assure correctness of information to be taught to patients and patient families. • Teaching Strategy: Poster-Type 1 & 2 Diabetes • The problem based learning group will review various printed materials, and posters that contains definitions/discussion of Type 1 & Type 2.

  6. Teaching Objective & Strategy • Learning Objectives (2) : • Objective: • Problem based learning small learning develop methods to teach diabetes management to newly diagnosed and discharged patients. • Teaching Strategy: Diabetes Conversation Map; group will learn use of 1 of 6 maps for patient education; • Nurses will be provided with information to continue to learn Diabetes Conversation Maps and become facilitators.

  7. Other Teaching Strategies • Other teaching strategies, to encourage student critical thinking are: • Lecture; • Socratic questioning; • Humor; • Games; • Imagery; • that may be incorporated into problem based learning activity include:

  8. Other Teaching Strategies (Con’t)

  9. Taxonomies Based on the Revised Bloom’s Taxonomy, implications for educating nurses includes 4 types of knowledge intended for students to learn (varies by instructors): • Factual-Learn specific elements of lesson topic • Conceptual-To analyze clinical data in practice; • Procedural-Teach general problem solving; • Metacognitive-Case study to teach sequential thinking/clinical reasoning (Su, W.; Osisek,P, 2011)

  10. Theoretical Framework • Theoretical Framework for the problem based learning will be based on : • The theoretical framework for this strategy is based on the cognitive development theory, based on theorist Piaget and Vygotsky, who indicate that human development is dependent on human interaction. In this theory, Vygotsky states that human cognitive development is increased with human interaction, along with verbal discussion. Theorist Piaget, however, indicates that goals are attained while coordination of individual feelings with feelings and views of others.

  11. Conclusion • Problem based learning may not result in the solution of the problem, but is process driven. • Problem based learning is a stimulus to learn. • Student see relevance of problems when the situation is placed into context of practice of nurse.

  12. References DeYoung, S (2009). Activity based teaching strategies. Teaching Strategies for Nurse Educators, 2nd. Ed.; pp 151 – 155 & 226 – 232. Sandahl, S. (2009). Collaborative testing as a learning strategy in nursing education: a review of the literature. Nursing Education Perspectives, 30 (3). Su, M.W; Osisek (2011). The revised bloom’s taxonomy: implications for educating nurses. The Journal of Continuing Education in Nursing, 42(7). Tuncer, D (2007). American diabetes association and health interactions announce a collaboration to transform diabetes education. American Diabetes Association.

More Related