Problem Solving Incorporated into Blending Learning in Nursing Masters Degree

  • Loredana PasquotEmail author
  • Letteria Consolo
  • Maura Lusignani
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 1008)


Online and face-to-face learning are integrated in a teaching format called blended learning. In recent years, educators have begun to use blended learning for a number of education related purposes. Typically, blended learning is used to involve the nurse students in a more active and constructive learning process. In a pilot project, five modules of a Masters nursing course were redesigned and implemented in blending learning format. While redesigning the modules, the first challenge was to assure the balance between online and face-to-face classroom activities. The second was to incorporate problem solving phases into blended learning in an efficient way. Moodle is the learning management system used for the online teaching and learning activities. The preliminary results concern the description of the redesign process of the five modules and their implementation. Some critical issues emerged and they must be corrected to improve the teachers’ involvement and the redesign.


Nursing education Ill problem Mind map Problem solving Blended learning 


  1. 1.
    Kennedy, D.: Writing and Using Learning Outcomes: A Practical Guide. University College Cork, Cork (2006)Google Scholar
  2. 2.
  3. 3.
    Carnell, B., Fung, D.: Developing the higher education curriculum, pp. 21–22. UCL PRESS, London (2017). Scholar
  4. 4.
    Tuning Guidelines and Reference Points for the Design and Delivery of Degree Programmes in Nursing 2018 edn. (Agreement number 2015-2666/001-001)Google Scholar
  5. 5.
    Heidari, M., Shahabazi, S.: Effect of training problem-solving skill on decision-making and critical thinking of personnel at medical emergencies. Int. J. Crit. Illn. Inj. Sci. 6(4), 182–187 (2016). Scholar
  6. 6.
    Chan, Z.C.Y.: A systematic review of creative thinking/creativity in nursing education. Nurse Educ. Today 33(11) (2012). Scholar
  7. 7.
    Vernon, D., Hocking, I., Tyler, T.C.: An evidence-based review of creative problem solving tools: a practitioner’s resource. Hum. Resour. Dev. Rev. 15(2), 230–253 (2016). Scholar
  8. 8.
    Yew, E.H., Goh, K.: Problem-based learning: an overview of its process and impact on learning. Health Profession Educ. 2(2), 75–79 (2016). Scholar
  9. 9.
    Biggs, J., Tang, C.: Teaching for Quality Learning at University, 4th edn. MacGraw-Hill, New York (2011)Google Scholar
  10. 10.
    Schwartz, B.M., Gurung, R.A.: Evidence-based teaching for higher education. Am. Psychol. Assoc. (2012). Scholar
  11. 11.
    Davies, M.: Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? Higher Educ. 62(3), 279–301 (2011). Scholar

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.University of MilanMilanItaly

Personalised recommendations