PROBLEM SOLVING

Introduction: PROBLEM SOLVING is an instructional method or technique whereby the teacher and pupils attempts in a concourse planned and purposeful effort to arrive at some explanation or solution to some educationally significant difficulty. PROBLEM BASED LEARNING is a student centered instructional strategy in which students collaboratively solves problems and reflects on their experiences. The students are encouraged to take responsibility for their group and organize and direct the learning process with support from a tutor. DEFINITION: Problem solving is a method of organization of subject matter in such a way that it can be dealt with through the study of the problems encountered. Problem solving is an instructional technique whereby the teacher and pupils attempt in a conscious, planned and purposeful effort to arrive at some explanation or solution to some educationally significant difficulty. (-By-j.dewey) OR Problem solving is a process of overcoming difficulties that appears to interfere with the attainment of a goal. It is a procedure of making adjustment in spite of interferences (skinner) PURPOSES: -To train the students in the act of reasoning -To give practical knowledge -To discover new knowledge

-To solve puzzling problem. -To improve knowledge of the students. -To help to overcome the obstacle or inferences in the attainment of objective. -To help in the progress of an individual as well as society.

ESSENTIAL FEATURES OF PROBLEM: 1.The problem should be meaningful, interest and worthwhile. 2.It should have correlation with life. 3.It should arise out of the real needs of the students. 4.Students must possess some background knowledge of the problem. 5.the problem should be clearly defined. 6.The solution of the problem should be found out by the students themselves working under the guidance of the supervising teacher.

STEPS OF PROBLEM SOLVING:

1.RECOGNIZING THE PROBLEM: A problem is an obstruction, if an individual is not aware of problem,doesnot have some general understanding of it, she cannot attack the problem. sometimes present problems, which are beyond the comprehension of the learner with the mistaken idea that this is the way to make a student to think. so, the nature of the problem should be made clear to the students, must feel the necessity of finding out a solution of the problem. 2.DEFINING THE PROBLEM: One of the first step in defining the problem is the deviation of the purpose that is some idea of the use to which the findings are to be put? what is the essence of

problem? how the terms are defined? A well defined problem is a clear, specific, unequivocal, so that the problem solver knows exactly what is doing. 3.COLLECTION OF RELEVANT DATA AND INFORMATION: The student must be stimulated to collect data in a systematic manner full cooperation of the students should be secured. The teacher may suggest many points to them. E.g.: To read extra books to get additional information. 4.ORGANIZATION OF DATA: The students should be encouraged to arrange the relevant material from the superficial one and put it in scientific way 5.DRAWING OF CONCLUSIONS: Discussions should be arranged collectively and individually with each student. 6.TESTING CONCLUSIONS: This step calls for the ability to draw conclusions and to judge the validity of the inferences. No conclusion should be accepted without being properly verified. The students must be taught to be critical and to examine the discover METHODS OF PROBLEM SOLVING: 1. Inductive method 2. Deductive method 3. Analytical method 4. Synthetic method 1.INDUCTIVE METHOD: It is a method of development. In this the student is let to discover truth himself. The various process in the inductive method are as follows: -Observation of given material. -Discrimination and analysis noting differences and similarities truth, which they

 -classification -Abstraction and generalization -Application or verification

MERITS: -Knowledge is self acquired. -Promotes mental activity of participants. -It makes the lesson interesting by providing challenging situations to students. -The method affords opportunities to students to be self dependent and develops self confidence. -The student curiosity is well kept until the end when generalizations are arrived. -The method is very natural because the knowledge is acquired from the practical side of experience. -The students learns to tackle problem. DEMERITS: -The method is very slow & lengthy. -It is very helpful in case of small children. -It is not suitable in the teaching subjects in which there is more stress on teaching of facts. -It is not a complete method in itself. 2.DEDUCTIVE METHOD: In this method rules, generalizations & principles are provided to the students and then they are asked to verify them with the help of particular examples.

MERITS: -The teachers work is simplified. -This method is economical, saves time and energy of both the students and teacher . -It is very suitable for small children who cannot discover truth for themselves. DEMERITS: -Knowledge is not self acquired & therefore not assimilated properly. -The student is deprived of the pleasure of self activity and self effort, readymade formulae, principles and rules are given to them. -It encourages memorization of facts, which are soon forgotten and therefore knowledge is rendered useless. -It fails to develop motivation and interesting the learning. -It fails to develop self confidence & initiative in the students. 3. ANALYTICAL METHOD: Analytical means the breaking up of the problem in hand so that it ultimately gets connected with something obvious or already known to us. OR It is the process of unfolding of the problem or conducting its operation to know its hidden aspects. E.G. we start with, what we have to find out then we think of further steps and possibilities which may connect the unknown with known and lead us to find out the desired result. MERITS: 1. It is logical method, leaves no doubts and convinces the learner.

2. It is a suitable method for understanding and discovery. 3. The steps, in its procedure, developed in a general manner. Each step has its reasons and justification. 4. The student is throughout faced with questions and thus increases the poer at every step. DEMERITS: 1. It is a lengthy method. 2. Difficult to acquire efficiency and speed with this method. 3. It may not be applicable to all the topics equally well. SYNTHETIC METHOD: We proceed from known to unknown. Synthetic is to place together things that are apart. It begins from something already known and connects it with the unknown part of the statement. It begins with the data available or known and connects them with the unknown. OR It is process of putting together known bits of the information to reach the point where unknown information becomes obvious and true. MERITS: 1. Problem solving constitutes a realistic method for presenting the type of experience that the pupil will face throughout his career. Whenever a specific question has to be answer, the facts have to be marshaled and directed solution. 2. The problem furnishes a natural objective an objective of the pupil.

3. This method provides for logical way of thinking in the pupils. The pupil can see the necessity and the sequence of following each step systematically. 4. The problem enables the pupil to utilize what he knows and focuses this knowledge upon the unknown. 5. The problem can be adjusted to groups as well as individual. 6. The method develops initiative and responsibility. The pupil appreciates that the process is not a task which is assigned, what an inevitable requirement of the situation. 7. Good and cordial relation between the teacher and pupil are established and promoted. He learns to appreciate the guidance of the teacher. 8. The problem can be adjusted according to the needs. It can be a small unit or a long term assignment.

LIMITATIONS: 1. This method will become monotonous if used too frequently. 2. The pupil can start over estimating himself problem solving in the classroom means solutions of simple problem. It is just an exercise to give training to the pupils. 3. There is danger that the problems may be selected which may be trivial, untimely or problems that generate more feeling and emotion then thought. 4. The method may easily become a seminar method, i.e. too advanced for pupil. Very capable teachers are required to avoid dissatisfaction and discouragement on the part of the pupil.

ADVANTAGES OF PROBLEM SOLVING:

1.IMPROVES PROBLEM SOLVING ABILITIES: During the process of problem solving, students encounter new problems which need to be addressed. 2.STUDENT CENTRED RATHER THAN TEACHER CENTERED: The teacher talks the role of a facilitator or guide on the side rather than a sage on the stage 3.COLLABORATION: The students use a divide and conquer approach to take their problem. This allows the students to use their communication skills and assume leadership, responsibility and compromise skills. 4.CONSTUCTIVISM: The constructivist movement believes that the students should create their own learning in a meaningful context. 5.ALLOWS FOR MULTIPLE INTELLIGENCE: In this each learner has several different types of intelligence i.e. musical, special interpersonal etc. 6.EXTENDED TIME FRAMES: The long term nature of project allows students to learn the plan of project, pursue the research, react to the problems, and choices encountered and reflect success and failure during the process. 7.DEEPER UNDERSTANDING OF KNOWLEDGE: Exposing students to contents doesnt ensure that they understand knowledge .By using enduring questions and requiring students to use their higher level thinking skills, gives deeper understanding of standards based content.

8.MULTIDISCIPLINARY: A good essential question will require the students to gain information from several content area. like-To look culture of India, he students must be historians,archaeologist,anthropologist,artists,writers,researchers technicians. and computer

9.OTHERS: -It helps in developing good study habits. -It affords opportunities for participation in social activities. -The students learn to be self dependent -Discussions help to develop the power of expressions of the students. -The method provides opportunities to teachers to know in detail their pupils. -Students learn facts which are meaningful and which have been discovered by their own efforts. -It helps in the maintenance of discipline. -Learning becomes more interesting in peace of dread. -It gives the power of critical judgments. -It helps to verify an opinion. -it satisfies curiosity. -It helps to learn how to act in a new situation.

DISADVANTAGES OF PROBLEM SOLVING -Problem solving involves mental activity only. There is less bodily activity. -There is lack of suitable reference & sources book for students.

 -It involves lack of time , teachers and difficult to cover the pre scaled syllabus. -Problem method needs very capable teachers to provide effective guidance to students. ROLE OF TEACHER IN PROBLEM SOLVING 1. Get the students to define the problem clearly 2. Aid them to keep the problem in mind. 3. Get them to make suggestions by encouraging them. 4. Give them time to evaluate such suggestions clearly. 5. Get them to organize material. 6. Set up an atmosphere of freedom in the class.

Problem Based Learning (PBL)

DEFINITION: Problem based learning (PBL) is a student centered Instructual strategy in which students collaboratively solve problems & reflect on their experiences. It is a total approach to education. PBL is an Instructional method that challenges students to Learn to Learn working cooperating in groups to seek solutions to real world problems PBL

Prepares students to think critically and analytically and to find and use appropriate learning resources. (-Barbara Duch)

Characterstics of Problem Based Learning Learning is driven by challenging. Open ended, ill defined & ill-structured problems. Students generally work in collaborative groups. Teachers take on the role as Facilitators of learning. Students are encouraged to take responsibility for their group and organize and direct the learning process with support from a tuber or instructor. It can be used to enhance content knowledge and faster the development of communication, problem solving & self directed learning slicell. PBL positions students in simulated real world. By working through a combination of learning strategies to discover the nature of a problem, understanding the constraints and options to its resolution, definary input variables & hero competing resolutions may inform decision making Cognitive effects of problem-based learning -Initial analysis of the problem and activation of prior know ledge through small group discussion. -Elaboration on prior knowledge and active processing of new information. -Reconstructing of knowledge, construction of a semantic net work. -Social knowledge construction. -Learning in context.

 Stimulation of curiosity related to presentation of a relevant problem. 1.Explore the Issues:- Check your understanding problem by discussing it within your group. A group effort will probably be more effective in deciding what the key factors are in this situation. 2. List what do we know:- Start a list in which you write down everything you know about this situation. 3.Develop a problem statement : A problem statement should come from your analysis of what you know. In one or two sentences you should be able to describe what it is that your groups is trying to solve, product, respond to or find out. 4. List what is needed /Possible solutions:- Prepare a list of questions you check need to be answered to solve the problem. Record them under a second list titled What do we need to know? 5. List possible actions:- List recommendations, solutions or hypothesis under heading What should we do? e.g. Question an expert get online data, visit library etc. 6. Analyze information:- Analyze the information you have gathered. You may need to reverse the problem statement. At this point your group will likely formulate and test hypothesis to explain the problem.

STEPS INVOLVED IN PBL PROCESS- The steps of PBL may vary from
institution to institution but the core concept remains the same. The steps involved in the PBL process are as follows.

DAY 1: SESSION 1: Step 1: The facilitator presents the problem scenario before the group or sometimes the chairperson may read out the problem scenario. Step 2: Group members identify and clarify those terms presented in the problem scenario which are unfamiliar to them. The recorder lists all those terms and their explanation. Step 3: Define and analyze the problems. It is important to consider view point of each group member. Analysis of the problem requires brainstorming and preexisting knowledge about the problem among the group members. Areas of incomplete knowledge and tentative solutions are explored during group discussion. The group reaches an agreement on those areas which are important and require further exploration. Step 4: Group members formulate learning objectives on the basis of the problems which emerges in the discussion step. Facilitators should keep an eye on the learning objectives whether they are achievable, comprehensive and as per the curriculum guidelines. Thereafter, group members are assigned with the tasks they have carry out. The task can be assigned in terms of learning objectives and as per the level of the students. Step 5: The group members/ access the internet and research in the library to seek information necessary to fulfill the particular learning objective which is assigned to them. Assistance is sought from the facilitator whenever required. DAY 8: SESSION 2 Step 6: The group members along with the facilitator meet; each group member presents his or her findings for group discussion. In this step, new questions may

arise; the recorder lists the new knowledge and skills acquired during the process of PBL. Sometimes, the group has to go back to the field to fulfill the demand raised by new question. Step7: The work done by the group is submitted to the facilitator who evaluates the work as per preset criteria of evaluation. If the facilitator feels that the work done by the group is unsatisfactory then the group has to go back to the field to seek more information as per the suggestions given by the facilitator.

ROLE OF TEACHER IN PBL: The teacher acts as a facilitator. The teacher does not control the classroom or student learning but rather develop an atmosphere if shared responsibility. The teacher must structure the proposed question so as to direct the students learning to word content based materials. It is important for the teacher note to provide the students any answer because it defeats the learning and investigating process. Once the project is finished the in structure provides the students with feedback that will help them strengthen their skills for their next project. PROS OF PBL: It results in active and long- lasting learning and understanding. It makes the students a good resource locator. Helps to cultivate a range of interpersonal skills and attitude which might be helpful in future practice, e.g., communication, prioritization of time , how

to evaluate the literature critically, team work, respecting views of others and task sharing. Students feel confident, independent, enthusiastic and owner of the problem and their learning. It is enjoyable process for adult learners.

CONS OF PBL: Time consuming to facilitate PBL on the part of the teacher. Developing resource material for PBL Scenarios is a time consuming and difficult process. Faculty requirement: Nursing faculty who are not expert facilitators and guides may become helpless, hence jeopardizing the process of PBL. May not be suitable to all nursing subject areas. Resource requirement: PBL requires a number of resources in terms of staff, library and internet facility on large scale to accommodate the needs of the students to use these facilities simultaneously.

WORKSHOP
A workshop is a meeting during which experienced people in response positions come together with experts and consultants to find solutions to problems that have cropped up in the course of their work and that they have had difficulty in dealing with on their own. Participants themselves select the objectives they wish to reach and help in choosing the problems for group work. OR

In the context of teaching and learning, workshop refers to an educational seminar, or series of meetings, or a brief intensive course which emphasizes problem solving, interaction and exchange of information among a small group of participants. KEY POINTS It is similar to a seminar but with a greater degree of attendee participation, interaction and hands on exercise. It is usually held for a full day (six hours) where participants learn and practice the knowledge and skills. Therefore, workshop as a method of teaching includes a blend of strategies (mini- lecture, group activities, exercises and presentation) for teaching specific nursing subjects or portion of curriculum. In a typical workshop, a group of 10-25 persons are assembled together to share a common interest or problem. They meet together to improve their skills on a subject through intensive study, research, practice and discussion. AREAS OF NURSING FOR WORKSHOP TECHNIQUE 1. Workshop on teaching- learning strategy. 2. Workshop on micro teaching 3. Workshop on test construction. 4. Workshop on research methodology. 5. Workshop on emergency nursing. 6. Workshop on ECG analysis. 7. Workshop on basic life support and advanced life support. 8. Workshop on designing a program for teacher education.

ROLE OF ORGANIZING WORKSHOP- It includes the following: Organizer: The program schedule is prepared by the organizer. He has to arrange for boarding and lodging facilities for the participants as well as the experts. He is responsible for the overall coordination of the workshop. Convener: The convener is nominated or invited who is well acquainted with the theme and the workshop. He or she has to conduct the workshop when the theoretical aspects of the topics related with the theme are being discussed by the experts as well as observe the formalities and deliver the key note of the workshop. Experts or Resource Persons: Resource persons play an important role in providing theoretical and practical aspects of the theme. The provide guidance to participate at every stage and train them to perform the task effectively Participants or Trainees: The participants should be keen or interested in the theme of the workshop. At the first stage, they have to acquire an understanding of the workshops theme. At the second stage, they have to practice and perform the task with great interest and seek proper guidance from the experts. The effectiveness of any workshop depends upon the involvement of the participants in the task. PROS OF THE WORKSHOP TECHINQUE: It is especially helpful to realize the higher cognitive and psychomotor learning objectives. It is helpful for developing and improving professional efficiency among nurses.

 It enables the nursing faculty to act as the guide on the side, rather than as a sage on the stage. It does not focus on merely giving information to the students. Rather, it creates such learning experiences that direct and facilitate the acquisition of new knowledge by the learner. It develops the feeling of group work or team work among participants. It provides a good platform to introduce new nursing practices and innovations in nursing education, administration, etc. It results in active rather than passive learning. CONS OF THE WORKSHOP TECHNIQUE: A workshop cannot be organized for the large groups. Participants may not take interest in practical work, instead they start enjoying the program for fun, meeting people, etc. It requires a lot of time from participants and staff to organize the program. A large number of staff members are needed to handle participants (registration committee, stage committee, lunch dinner committee etc.). It demands special facilities or materials that may not be available in budgetlimited nursing institution. Generally follow up programs are not organized, which results in dilution of purpose of the workshop.

BIBLIOGRAPHY Patidar Bhai Anurag. Communication and Nursing Education. 1st Edition. Pearson publishers;2013. 132-135 Neeraja KP. Textbook of Nursing Education.1st Edition. Jaypee publisher;2003. 318-319