Problem-based learning as a training methodology for nurses: experience in small groups in a retirement home

The adult is seen as being who continues to learn. The way in which it learns is described in andragogy, whose leading exponent is Malcom Knowles. The role played by the adult's experience in the way of learning is central in the androgical model and problemsolving exercises are part of this context. In the 1960's the neurologist Barrows begins to introduce the methodology of problem-based learning in his lessons, by proposing a learning methodology based on the resolution of an issue, real or realistic, by learners. Learners had to cooperate with each other trying to find a solution and they would have applied those learned lessons to their working daily reality. This methodology was applied to a small group of ten nurses, who were working in a protected residence for the elderly, in order to verify, in a very concrete way, whether it could be considered as a valid instrument and proposed in the form of an updating course, as a possible alternative to the current plenary courses. The nurses were asked to answer a questionnaire based on ten multiple choice questions, concerning the practice of medication to three types of ulcers: pression ulcers, skin tears and venous ulcers. The questionnaire was administered at the beginning and end of group work carried out on three real cases of ulcers and the results were compared. The results obtained were satisfactory, nurses shown to have learned new knowledge and correct those incorrect: they have increased from 61% of correct answers in the initial test at the 97% by the end. The work was also appreciated by the nurses themselves because they felt involved and participated actively and carefully to the course. These positive aspects suggest that you could adopt this methodology by applying it to the various professional figures (nurses, doctors, socio healthcare workers, etc.).