Problem solving methods ppt

PROBLEM SOLVING IN NURSING EDUCATION

1. PROBLEM SOLVING METHODS SUBMITTED TO, SUBMITTED BY, Mrs. Mitali Biswas Mrs. Aswathy M U Assistant professor MN 1 st year

2. INTRODUCTION Problem solving is an instructional method or technique where by the teacher and pupils attempt in a conscious, planned and purposeful effort to arrive of some explanation or solution to some educationally significant difficulty for the purpose of finding a solution.

3. Evolution of problem solving approach William James in 1907,advocated problem solving as a field of enquiry into human problems

4. Evolution of problem solving approach John Dewey ‘ Reflective thinking’ Identifying and formulating a problem Collecting facts that lead to a solution Examining each solution Decide the action to be taken

5. Concepts and Assumptions According to perlman (1957) problem solving work must be a ‘ concious , focused, goal directed activity between client and caseworker’ Helen Harris Perlman

6. Evolution of problem solving approach

7. PROBLEM SOLVING DEFINITION A systematic approach to defining the problem (question or situation that presents uncertainty, perplexity or difficulty) and creating a vast number of possible solution without judging these solutions . OR

8. Contd.. Problem solving is a tool, a skill and a process ; It is a TOOL because it can help you solve an immediate problem or to achieve a goal. It is a SKILL because once you have learnt it you can use it repeatedly. It is also a PROCESS because it involves taking a number of steps

9. PROBLEM SOLVING The problem solving is a process of overcoming difficulties that appears to interfere with the attainment of goal. It is a procedure of making adjustment in spite of interferences. (SKINNER)

10. CRITICAL THINKING Critical thinking is an intellectual process of actively and skilfully conceptualizing, applying, analysing, synthesizing, or evaluating information. The information can be gathered from or generated by observation, experience, reflection, reasoning or communication.

11. DECISION MAKING The act of narrowing down the possibilities, choosing a course of action, and determining the action’s potential consequences.

12. SKILLS NEED FOR SOLVING A PROBLEM Knowledge Motivation Experience Communication skills Learning skills Group skills

13. What is a problem?

14. PROBLEM   A problem is a part of a situation, that has some kind of barrier, so that it cannot complete its function and cannot reach its purpose (Shibata, 1998).

15. What is a problem ? Scenario not matching the desired situation needing improvement- challenge / opportunity Anytime actual performance does not match expectations Problem don’t occur without a reason In any situation with a problem, there must be a historical point;when actual performance started to deviate Something happened at the time x which caused the problem to occur It is important to distinguish between symptoms of a problem and its cause

16. FEATURES OF A PROBLEM Problem should be meaningful and interesting Problem should be correlation with life Problem should have correlation with other subjects Problem should arise out the real needs of the students Solution to the problem should be found out by students themselves working under guidance and supervision of the teacher The student must possess some background of the problem, which they are going to discuss

17. BARRIERS TO PROBLEM SOLVING Failure to recognize the problem- not sure what the problem is Conceiving the problem too narrowly , not sure what is happening Making a hasty choice , not sure what you want Failure to consider all consequences , not enough resources Failure to consider the feasiblility of the solution Failure to know to communicate what is possible Team attitudes like lack of accountability,fear of change, lack of trust and doubts Failure to consider the flexibility of the solution .

18. AVOIDING PITFALLS Giving up too early Jumping straight to conclusion about the cause Not getting the right people involved Not collecting all the relevant data

19. APPROACHES OF PROBLEM SOLVING METHOD INDUCTIVE APPROACH DEDUCTIVE APPROACH ANALYTIC APPROACH SYNTHETIC APPROACH

20. INDUCTIVE APPROACH It is the process of developing generalization from specific observations. In this the student arrives at the general conclusion and formulate generalisation through the observation of particular facts and concrete example . Specific General

21. DEDUCTIVE APPROACH It is the process of developing specific predictions from general principles. Here the learner procedes from general to particular, abstract to concrete. A reconstructed formula or definition is explained to students and they are asked to solve a problem using that . General Specific

22. ANALYTIC APPROACH Analysis means breaking up of the problem so that it ultimately gets connected with something which is already known.It is the process of unfolding of the problem or conducting its operation to know its hidden aspects . Unknown Known

23. SYNTHETIC APPROACH It is opposite of analytic approach. It begins from something already known and connect with the unknown part of the statement Known Unknown

24. METHOD OF PROBLEM SOLVING PROCESS 1 . Setting the problem statement 2. Analyse the problem 3. Identify many potential solution and choose the best solution 4. Plan of action 5. Implement the solution 6. Evaluation and revision

25. STEP-1 SETTING THE PROBLEM STATEMENT

26. DESCRIBE THE PROBLEM Defining the problem is a crucial step that involves digging deeper to identify what it is that needs to be solved. Diagnose the situation so that your focus is on the problem, not just its symptoms.

27. CHOOSE WHAT YOU WOULD DO FIRST FROM THE LIST Write down a list of possible causes. Write down everything you know about the problem. View the problem from different perspective. Identify the component of the problem. State the problem clearly and specifically.

28. SETTING THE PROBLEM STATEMENT:- A problem statement is a single sentence embraces your understanding of the problem. Not the cause of the problem, but the problem it self. Setting the problem statement is the single most important action you will take in the whole problem solving process. It is important that you must be prepare to put in time and effort to get it right

29. NECESSITY OF THE PROBLEM STATEMENT:- A clear problem statement enables you to decide what work must be completed to find the cause. Keeping the problem statement visible during the search for the causes and keeps effort focused in the right area.

30. DEFINE THE PROBLEM:- 1 . Where did the problem start? Where it exist or not? 2. What do i know about the problem? What is the current state and desired state?—What can you see is causing the problem? What result I seek? 3. How is it happening? 4. When is it happening? 6. Whom is it happening to? No blaming 7. Why is it happening? 8. Which part causes it?

31. The important thing you should keep in mind You should Stating and restating the problem Analyze the problem List everything you know about the problem List what you want the solution to achieve

32. The problem statement should include It should be clear and precise Understandable to a person with no knowledge of the problem area. Based on the description of the problem. Include details about the problem including who, what, when, where and how Address the scope of the problem to identify boundaries of what you can reasonably solve

33. The problem statement does not include Any mention of possible causes Any potential solutions

34. STEP 2 ANALYSE THE PROBLEM

35. ANALYSE THE PROBLEM In this step you are aiming to develop a detailed specification of the problem. It also determine who is involved and when and how often the problem occurs The purpose of this is to determine, what the problem is not. If things are going well, then they cannot be part of the problem. By analysing what is right you can eliminate potential causes of the problem and limit the scope of your investigation.

36. ANALYSE THE PROBLEM It include What? Question; is right or wrong Where? To locate the problem, where the problem exists and where it does not When? to discover the timing of the problem; when it occurs and when it does not, when first and last seen Who : is involved and who is not How? To explore extent

37. STEP 3 IDENTIFY MANY POTENTIAL SOLUTIONS & CHOOSE THE BEST SOLUTION

38. CHOOSE THE BEST SOLUTION A systematic approach to questioning, ensure you don’t miss any important areas. If you don’t ask the right questions, you can’t possibly get the right answers. The best questions nearly always start with: WHAT? WHY? WHEN? WHO? WHERE? HOW MUCH? Because such questions cannot be answered with a single word, but require some form of comment .

39. HOW DO YOU DECIDE WHICH QUESTION TO ASK Essentially your problem statement and description of the problem are the best starting points for generating questions. Some techniques are also important for arising the questions;

40. BRAIN STROMING Brainstorming is a process of group discussion to produce the ideas.

41. Cont.. -To generate as many ideas as possible about:- The overall nature of the problem. The actions to be taken to solve the problem. Possible causes of the problem. Specific aspects of the problem. -A member of the group gives an idea, you know it is completely irrelevant. What should you do? Write down the idea as stated. Modify the idea to make it relevant. Ask the members of the group whether they think the idea is relevant

42. EXAMPLES How could we improve access to healthy food in our community? How could we improve school attendance? How might we limit cold and flu transmission among students?

43. BUG LISTING When listing the things they liked, the group got a very different set of ideas. It is quick and easy to use and very useful for getting a feel about the problem.

44. REVERSALS “REVERSALS” is a simple technique for a change to an opposite direction or course of action. You simply take an issue that you planned to brainstorm and reverse it.

45. EXAMPLES- How to attract more customers into my store? How to reduce the number of customers visiting my store? How to improve the quality of customer service? How to reduce the quality of customer service?

46. STEP 4 PLAN OF ACTION

47. PLAN OF ACTION During this step, you determine What steps must be taken Designating tasks where necessary Decide on dead lines for completing the actions Estimate the costs of implementing them. Best solution is selected based on the careful judgement, which is supposed to solve the problem swiftly and smoothly

48. PLAN OF ACTION Typically,this stage involves narrowing down the possible ways to implement the solution you’ve chosen, based on any constraints that apply. The complexity of the plan will depend on the situation, but it should include the who, what, and when of your proposed solution

49. STEP 5 IMPLEMENT THE SOLUTION

50. IMPLEMENT THE SOLUTION The final step of the problem-solving process is to practically solve the problem by implementing the selected solution. Decide how you will move forward with your decision by determining the steps you must take to ensure that you move forward with your solution. Now, execute your plan of action.

51. STEP 6 EVALUATION AND REVISION

52. EVALUATION AND REVISION To judge the effectiveness of the solution To redefine the problem and revise the problem-solving process in case the initial solution fails to manage the problem effectively Monitor your decision

53. EVALUATION AND REVISION Assess the results of your solution. Are you satisfied with the results? Did your solution resolve the problem? Did it produce a new problem? Do you have to modify your solution to achieve better results? Are you closer to achieving your goal? What have you learned?

54. SOLVING A PROBLEM INVOLVES A NUMBER OF COGNITIVE ACTIVITIES Ascertaining what the problem really is Identifying the true causes of your problem Generating creative solutions to the problem Evaluating and choosing the best solution Implementing the best solution.

55. ASSESSMENT Recognizing a problem is of primary importance because if the problem goes unrecognized, there is no attempt to find a solution Eg :-patient who repeatedly complains of severe postoperative pain on the second day after surgery

56. ANALYSIS CHOICES ACTIONS Solution-focused •Give pain medication. •Withhold pain medication. •Ask physician to order more effective medication. •Instruct in visualization and relaxation.

57. ANALYSIS CHOICES ACTIONS Cause-focused •Examine wound for signs of infection or complications, such as a constrictive dressing. •Check vital signs. •Check laboratory findings. •Talk to patient to determine level of anxiety or other problems. •Observe patient.

58. When healthcare providers are rushed or impatient, it ’ s easy to become solution-focused — and solutions are important — but part of thinking critically is to remain cause-focused as well: • WHY does the patient have continuing post-operative pain? • Which is the best solution? • How should I proceed? • What should I do first? In this case, the healthcare provider is a nurse and reviews the possible solutions and possible causes to arrive at a priority list that combines both.

59. OUTCOMES   When considering problems and solutions, the healthcare provider should always identify the outcome. In this case, one outcome may be: “Patient will have pain level of 1-2 with first-tier pain medications within 24 hours.”

60. PLAN The plan evolves from analysis: Priority 1 •Give pain medication. Priority 2 •Examine wound. •Take vital signs Priority 3 •Talk to patient. •Observe patient. Priority 4 •Check laboratory findings. •Instruct in visualization and relaxation

61. IMPLEMENTATION After administering the pain medication(the immediate solution to the problem), the nurse then examines the wound (looking for causes) and finds that it is erythematous and swollen with purulent discharge , and the patient’s blood pressure, pulse, respirations , and temperature are elevated.

62. EVALUATION AND REFINEMENT There is clear evidence of wound infection, so the next step is to check laboratory findings and call the doctor It’s always easiest to focus on one problem at a time, but the reality is that one problem often leads to another problem The plan and priorities often change. The physician ordered a wound culture, CBC and differential, dressing changes, and a broad-spectrum antibiotic

63. EVALUATION AND REFINEMENT There is no one-model-fits-all solution. Because this patient’s pain was severe, relieving pain was a priority, But if the pain had been milder or if there had been previous indications of infection, then the priority listing may have changed and the patient examined prior to administration of pain medication.

64. EVALUATION AND REFINEMENT If the nurse had been too busy to examine the patient, assumed the patient was just hypersensitive to pain, or had returned in 2 or 3 hours to examine the patient, then the nurse would have exercised poor problem-solving ability by focusing only on the immediate solution to the problem and ignoring the underlying cause.

65. EVALUATION Evaluation is an ongoing For example , if guidelines regarding handwashing techniques are issued and posted, demonstrations given, and individuals observed, it’s not safe to assume that without ongoing evaluation compliance will remain high. People tend to return to their level of comfort.

66. COMMUNICATION The nurse must communicate with other nurses in reports Physicians and other healthcare professionals patients and families.

67. COMMUNICATION We should use care when communicating to express ideas clearly • Ask for clarification : I’m not sure I understood that. Could you explain it to me again? • Rephrase : I understood you to say that the wound culture was taken. Is that correct? • Ask for more information : How much drainage is there?

68. COMMUNICATION For example , if during the report about the patient’s pain, the nurse stated, “the patient asked for pain medication every 2 hours and complained all day,” The listener may assume this is simply a difficult and complaining patient.

69. COMMUNICATION A more accurate communication would be: “the patient complained of severe pain every 2 hours because her wound is red, swollen, and draining purulent discharge.” communication goes in both directions

70. USES OF PROBLEM SOLVING IN NURSING

71. USES OF PROBLEM SOLVING IN NURSING Develop ability to analyse the problem and to take proper judgement/solution in the critical condition It helps the students to solve this problem in real life situation without much stress It helps the student to solve the similar problem in future with confidence. It develops critical thinking of pupil. In the class/group it will develop mutual understanding among the group members. It helps the care giver/nurse to develop a skill to help the patient. Develop ability in nurse to select the problem solving strategy according to patient’s abilities and life style

72. TEACHER ROLE IN PROBLEM SOLVING

73. TEACHER ROLE IN PROBLEM SOLVING The students to define the problem clearly Got them to make many suggestions by encouraging them: To analyse the situation in parts To recall previously known similar cases and general rules that apply To guess courageously and formulate guesses clearly Get them to evaluate each suggestion carefully by encouraging them: To maintain a state of doubt or suspended conclusion To criticize the suggestion by appeal to know facts , minister and experiment Get them to organize the material by proceeding: To build on outline on the board To use diagrams and graphs To formulate concise statement of the net out come of discussion

74. MERITS OF PROBLEM SOLVING It help to stimulate thinking It help to enhance the reasoning power Helps to increase knowledge Helps to develop good study habits Help the student to be self dependent Discussion help to develop the power of expression of the students Help to maintain discipline Learning become more interesting It gives power of critical judgement It helps to verify an opinion

75. DEMERITS OF PROBLEM SOLVING Generally speaking problem – solving involves mental activity only. Small children do not posses sufficient background information & therefore they fail to participation in discussion. Students may not have adequate reference and sources books. It involves lot of times. It need very capable teacher to provide effective guidance and knowledge to students. It is a time consuming process, teacher may find it difficult to complete the syllabus

76. Problem-Solving Training:Effectson the Problem-Solving Skills and Self-Efficacy of Nursing Students Conducted by Gulsum Ancel at İstanbul University in İstanbul , April 2014. Conclusions and Recommendations This study shows that training for problem-solving through a structured management course improves confidence in problem-solving skills and self-efficacy beliefs. In light of this,nursing students should be trained in more creative ways than just traditional methods,and PS strategies related to management should be integrated into the nursing process. Further study is needed to clarify the relation between training programs and perceived problem-solving in different samples.

77. BIBILOGRAPHY K P Neerja (2004); Textbook Of Nursing Education; 1 st Edition; Jaypee Brothers Medical Publishers; P 348- 350 Quinn Francis M. And Suzanne J. Hughes (2007); Principles And Practise Of Nursing Education; 5 th Edition, Nelson Thorns Ltd; Uk ; P 70-72 Basavanthappa B T (2009); Nursing Education; 2 nd Edition; Jaypee Brothers Medical Publishers; P 381-382, 458-459 B Sankaranarayanan , B Sindhu (2012); Learning And Teaching Nursing; 4 th Edition, Jaypee Brothers Medical Publishers, P 79, 82-85 Critical Thinking In Nursing. (2010). Prentice Hall. Retrieved May 28, 2011, http://wps.prenhall.com/chet_kozier_fundamentals_8/61/15681/4014346.cw/index.html Fallacies. (2007). University of North Carolina at Chapel Hill. Lipe , SK, & Beasley, S. (2004). Critical Thinking in Nursing: A Cognitive Skills Workbook.Philadelphia,PA : Lippincott, Williams, & Wilkins. http://www.criticalthinking.org/pages/nursing-and-health-care/801 https://nursing.lsuhsc.edu/AcademicSuccessProgram/StrategiesProblemSolving.aspx https:// files.eric.ed.gov/fulltext/EJ1121973.pdf

78. THAT’S ALL!

79. You are ready for the evaluation test

80. 1.The act of narrowing down the possibilities, choosing a course of action, and determining the action’s potential consequences is A) critical thinking B) decision making C) communication ANS: B

81. 2.Problem solving is a tool, a skill and a _________ ANS : PROCESS

82. 3.State true/false. Deductive approach is the process of developing generalization from specific observations. ANS : FALSE

83. 4. Techniques important for arising questions to identify the potential solutions Brain storming Bug listing Reversal

84. CONGRATULATIONS!

85. THANK YOU FOR PARTICIPATING! Hope you learn 