Problem-centered Approach Research Articles

Nursing Care of Children Post-Cardiac Surgery in Intensive Care Units: An Integrative Review

Introduction: Congenital heart disease is one of the most common congenital disorders, affecting between 0.8% and 1.2% of live births worldwide. The treatment of children with congenital heart defects is highly specialized and includes, among others, surgical treatment as the first-choice approach and postoperative care in intensive care units. The aim of this review is to explore nursing care plans for post-cardiac surgery children during their stay in intensive care units. Methods: An integrative review was performed to obtain articles from the online databases SCOPUS, ScienceDirect, Scielo, PubMed, EMBASE, and Redalyc. The synthesis of information was performed based on diagnoses and interventions. In addition, complications and associated factors were identified. Results: Nursing diagnoses and interventions focus on problem-centered care to respond to cardiovascular and ventilatory needs, sedation and analgesia, infection control, and nutrition. The main complications identified were increased time on mechanical ventilation, postoperative infection, renal failure, and mortality. Complications were associated with intrinsic conditions such as age, gender, or type of malformation and clinical and procedural conditions such as extracorporeal circulation, mechanical ventilation, or higher postoperative risk index. Discussion: This review identified problem-focused nursing diagnoses and interventions with a strong focus on the physiological conditions of the child. Although the results of this study show the conceptual level of nurses for specialized care, it denotes the need to complement the nursing process through diagnoses and interventions that promote the transversality of care beyond the problem-centered approach based on the possibilities of the response of the child and the family.

The Impact of Student-Centered Teaching and Problem-Based Learning on University English Language Courses

Key words: innovative approach, problem, learning a language, quality of education, theoretical and empirical method, level of language Over the last few years, educational reforms have been rapidly implemented using innovative approaches. The need to try new approaches to teaching languages and the issue of improving the quality of education, have become increasingly urgent. Therefore, programs in curriculum development can definitely not adopt Problem-Based Learning (PBL) as a higher education strategy. The purpose of the present study was to investigate the relationship between student-centered teaching approach and problem-based learning in the context of language teaching. Problem-based learning is a method where complex, contemporary problems are used as a way to lead students develop their critical thinking. In addition to the content of the course, problem-based learning can stimulate critical thinking skills, problem-solving abilities and communication skills. It also gives students opportunity to work in groups, find research materials, as well as develop skill in self-monitoring and self-evaluation. The study was conducted using theoretical-empirical research methods of observation, description, comparison, contrast and analysis. As a result, students demonstrated a higher level of motivation to learn and achieved more impressive learning outcome. In particular, this study highlights the importance of combining students’ learning abilities with the right types of learning activities. The problem-centered approach also promoted the acquisition of new and relevant knowledge, creating free and relaxed atmosphere. Students agreed that were motivated to learn and use the English language (89 %). However, some students (60 %) claimed that they lacked time to spend on problem solving and sometimes they had difficulty in finding relevant materials. Among the four basic language skills, respondents rated reading skills as the most effective in problem-based learning and accepted that problem-based learning had a moderate effect both on their vocabulary and grammar.

A Problem-Centered Approach to Designing Blended Courses: Unifying Online and Face-to-Face Modalities

After experimenting with emergency remote teaching during the COVID-19 pandemic, K-12 schools have retained select online instruction by incorporating blended teaching models. In response, teacher education must respond in innovative ways to prepare future educators with blended teaching competencies. This article presents a problem-centered model for designing flipped courses and discusses how this can demonstrate blended teaching practices that pre-service teachers can observe and experience. Applying a descriptive phenomenological research design, the author iteratively prompted 12 pre-service teachers to reflect on their experiences in a flipped, technology integration course, designed according to this problem-centered model. The results indicate that pre-service teachers experienced the online space as a place to experiment with novel technologies; the in-person class as time for practicing challenging skills and reflecting on future possibilities; and the problem-centered nature of the course as a unifying element and scaffold for their learning.

#Black Boy Joy: The College Aspirations of Rural Black Male Students

Too often research on Black boys emanate from deficit orientations and take a problem centered approach which overemphasizes stereotypes or pathologizes Black male students, overlooking their aspirations and successes. Utilizing the High School Longitudinal Survey of 2009 (HSLS: 09), we examine the postsecondary goals of Black male ninth graders as well as the relationships among their educational aspirations, college knowledge, and supportive school personnel using Community Cultural Wealth as the conceptual framework. We found that the educational aspirations of Black male ninth graders are high; however, their knowledge of college falls short of their educational aspirations and their relationships with teachers and school counselors. We discuss the strengths, attributes, and systems of support that are useful to rural Black male students as they transition through secondary education to post-secondary settings and call for a paradigmatic shift using family-school-community partnerships based on the findings

The Effect of a Problem Centered Learning on Student’s Mathematical Critical Thinking

Since Indonesian students’ critical thinking skills in junior high school is still in unexpected level, it should be improved through teaching and learning process. The objective of the study is finding out the influence of problem centered learning approach toward students’ mathematical critical thinking ability. Every student should have mathematical critical thinking skills to make mathematics lessons are easier. Using the critical thinking skills will help students improving problem solving skills. However, the current critical thinking ability of junior high school students is still low. This research used quasi experimental design with Static Group Comparation type. The research sample consisted of two classes with each class of 35 students. The research instrument consists of six questions which indicate a mathematical critical thinking ability. Data analysis of this study used the Mann-Whitney test. The results of the study indicate that there is an effect of the problem-centered learning approach on the students' mathematical critical thinking ability with testing criteria is high.

A Syllabus Review Check-List to Promote Problem-Centered Instruction

A first-class syllabus can help promote effective, efficient and engaging learning, but traditional syllabi too often fail to attain this purpose. This paper describes and illustrates a syllabus review check-list that was designed to assist faculty at a major university to adopt a problem-centered approach to their courses. The check-list enables the user to identify a typical syllabus; a more effective, efficient and engaging instructional syllabus; and an even more effective, efficient and engaging problem-centered syllabus. The review of the syllabi of 52 faculty members from a major university is reported.

Disagreements as a form of knowledge: How journalists address day-to-day conflicts between sources

Disagreements over facts, in which news sources are leading journalists in opposite directions, are an ultimate test of journalists’ knowledge, forcing them to develop their own understanding of the actual state of affairs. This study focuses on how reporters think, act, and establish knowledge during the coverage of day-to-day disagreements – contrary to former studies, which focused on large-scale scientific and political controversies based on content analysis that narrowed their exposure to the epistemic realities of disagreements. Using a combination of quantitative and qualitative reconstruction interviews we show that rather than eliciting an ‘epistemic paralysis’, as widely expected in the literature, disagreements attract significantly greater knowledge-acquisition energy. Findings support the problem-centered approach of epistemology and pragmatics that highlight the complexities of disagreements, rather than the adjudication-centered approach of journalism studies, which push for more journalistic ‘bottom lines’. Maximizing adjudication seems too ambitious and unrealistic for the time frame of daily reporting and the mixed epistemic standards seen in this study.

Problem-Centered Supplemental Instruction in Biology: Influence on Content Recall, Content Understanding, and Problem Solving Ability

To address the need for effective, efficient ways to apply active learning in undergraduate biology courses, in this paper, we propose a problem-centered approach that utilizes supplemental web-based instructional materials based on principles of active learning. We compared two supplementary web-based modules using active learning strategies: the first used Merrill’s First Principles of Instruction as a framework for organizing multiple active learning strategies; the second used a traditional web-based approach. Results indicated that (a) the First Principles group gained significantly from pretest to posttest at the Remember level (t(40) = −1.432, p = 0.08, ES = 0.4) and at the Problem Solving level (U = 142.5, N1 = 21, N2 = 21, p = .02, ES = 0.7) and (b) the Traditional group gained significantly from pretest to posttest at the Remember level (t(36) = 1.762, p = 0.043, ES = 0.6). Those in the First Principles group were significantly more likely than the traditional group to be confident in their ability to solve problems in the future (χ2 (2, N = 40) = 3.585, p = 0.09).

A Problem-Centered Approach to Canonical Matrix Forms

This article outlines a problem-centered approach to the topic of canonical matrix forms in a second linear algebra course. In this approach, abstract theory, including such topics as eigenvalues, generalized eigenspaces, invariant subspaces, independent subspaces, nilpotency, and cyclic spaces, is developed in response to the patterns discovered in studying similarity classes of square matrices, rather than as a disconnected prerequisite to this topic. Furthermore, the subtopics involved afford an opportunity to highlight many common mathematical problem-solving techniques and philosophies.

Teoría de la conducta ¿Nuevos conceptos o nuevos parámetros?

A group of abnormal phenomena for behavior theory, such as auto­shaping, automaintenment, adjunctive behavior and non contingent reinforce­ment, are aiiGlized. The need is emphasized to consider the physical characteristics of the experimental environment, the continous properties of behavior, and the temporal parameters of stimulation, in order to integrate these apparently contradictory data. The literature is reviewed and some experiments carried out by (he authors are discussed. In addition, a theoretical approach based on parametric analysis is contrasted to a problem-centered approach.

Can the use of clickers or continuous assessment motivate critical thinking? A case study based on corporate finance students

<p class="MsoNormal" style="margin: 0in 26.05pt 10pt 0in; line-height: normal; text-align: justify;"><span style="font-family: 'Arial','sans-serif';"><span style="font-size: small;">This study explores the use of clickers as a tool to support, encourage and motivate critical thinking in higher education students. A case study was carried out with a cohort of undergraduate students undertaking the BSc. in Accounting and Finance during the academic year 2009/10, were corporate finance was a major component. Since the students in this sample had previously demonstrated passivity during their corporate finance classes, it was proposed that clickers would help motivate them to participate during face to face sessions. Previous research on the use of clickers shows evidence that this tool has a positive effect on student participation and interaction in the classroom. The results of this study suggest that clickers can positively affect classroom dynamics; they help activate the learning experience and provide a more relaxed atmosphere, where students can interact with their teacher. However, little evidence was found to indicate that clickers are a good device to enhance critical thinking skills. In this context, strategies based on a problem-centered approach to learning appear to provide a better outcome.</span></span></p><p> </p>

Discussion of “Problem-Centered Approach in a Numerical Methods Course” by Autar K. Kaw and Ali Yalcin

The authors are to be congratulated for the interesting paper regarding the applicability of a problem-centered approach in a numerical methods course by means of integrating a research problem. Qualitative and quantitative analyses are also carried out using the responses from students. The discusser also supports the need for inculcating problem-solving skill in undergraduate students and demonstrating the usefulness of numerical methods for solving various problems in engineering research. In any engineering problem, assumptions and limitations associated with mathematical models play a crucial role. Assumptions must be continuously evaluated to ensure that the mathematical model predicts the response of the physical problem to the acceptable level. If the solution predicted by the model is not acceptable, then it must be investigated using new mathematical models incorporating suitable modification. One must have a clear understanding of the physical process and influence of various parameters. Similarly in numerical analysis, concepts of iterative solution, accuracy, and convergence criteria are essential. The evaluation of errors is important. Hence, formulation, generic higher-order thinking, and problem-solving skills can be developed by solving the integration of the research problem like the one presented by the authors. The discusser presents the following alternate techniques to highlight the importance of the matrix-based approach for the polynomial regression curve and Gaussian quadrature technique Cook et al. 2004 for numerical integration. 1. In the assignment 5, the coefficients of polynomial regression curve for T1 , 1 , T2 , 2 , . . . . Tn , n can also be determined using matrix approach as follows

Closure to “Problem-Centered Approach in a Numerical Methods Course” by Autar K. Kaw and Ali Yalcin

Closure to “Problem-Centered Approach in a Numerical Methods Course” by Autar K. Kaw and Ali Yalcin

Learning Mathematics via a Problem-Centered Approach: A Two-Year Study

For nine-week periods during two consecutive years, sixth-grade students at the same school were taught identical mathematics content using two different instructional approaches. Year 1 involved low achievers, whereas Year 2 was mixed ability students. The experimental treatment was a problem-centered approach (PCL) where potentially meaningful tasks were posed to the class and solved in collaborative groups. The groups presented and defended their solution strategies to their peers. A statistically similar control group learned via the traditional explain-practice (E-P) approach. The teacher demonstrated procedures and students individually practiced what had been illustrated. Regardless of perceived ability level, the PCL approach appeared to significantly enhance achievement and improve attitude towards mathematics. Low achievers seemed to gain the most, narrowing the gap between them and their mixed ability peers. PCL appeared useful with any curriculum if the teacher understood and properly implemented the components of the approach.

Teaching Archaeological Pragmatism through Problem-Based Learning

Teaching Archaeological Pragmatism through Problem-Based Learning

Problem-Centered Approach in a Numerical Methods Course

This paper is an illustration of using a problem-centered approach in an undergraduate course in numerical methods. The problem used in the course was first encountered in a research project that related to the assembly procedure of the fulcrum of bascule bridges. It involved the study of the fulcrum assembly procedure where a trunnion cooled in a dry-ice/alcohol mixture for shrink fitting became stuck halfway in the hub before full insertion could take place. The solution of the problem and its implementation involved numerical solutions of mathematical procedures taught in a typical numerical methods course. The effect of the problem-centered approach in the classroom was quantitatively and qualitatively surveyed over a two-semester period. The results indicate very high student satisfaction in helping them: acquire basic knowledge and skills; reinforce information presented in class, reading assignments, and problem sets; learn to clearly formulate a specific problem and then work it through to complet...

A Strengths-Based Framework for Social Policy: Barriers and Possibilities

ABSTRACT Is it possible to create and implement social policy that adheres to the key principles of strengths-based practice? Most social policy development and analysis is based in a problem-centered approach. However, the strengths-based approach to practice is at the heart of social work. Although it has been applied in many social work settings, its application to policy practice has been infrequent, at best. This article examines previous writings on strengths-based policy practice, applies a strengths-based analysis framework to current youth policy, and discusses the barriers and opportunities for a strengths-based approach in the current policy climate.

Examination of Process of Innovation at Transit Systems

A study of the innovation process in transit agencies had two major components. First, case studies of innovations adopted by transit agencies in Wisconsin were conducted. Second, transit agencies across the country were surveyed online to gain a sense of innovation and change. An analysis of the case studies showed that many had common themes and barriers to the various innovations studied. These barriers and themes were funding, the nature of the organization, persistence, the regional planning commission, user involvement, a problem-centered approach, and a champion. The innovations discussed in the case studies came about because there was a need to improve the transit systems, an internal champion, funding, and persistence to overcome barriers to change. Analysis of the survey results revealed that the primary institutional barrier to innovation or change was money, and the main reason for change was an internal leader or champion. Innovation is most likely to occur when there is a need to improve service, when there is a champion to lead and coordinate to bring about the change, and when there is a source of funds for the planning and implementation of the innovation.

Examination of Process of Innovation at Transit Systems

A study of the innovation process in transit agencies had two major components. First, case studies of innovations adopted by transit agencies in Wisconsin were conducted. Second, transit agencies across the country were surveyed online to gain a sense of innovation and change. An analysis of the case studies showed that many had common themes and barriers to the various innovations studied. These barriers and themes were funding, the nature of the organization, persistence, the regional planning commission, user involvement, a problem-centered approach, and a champion. The innovations discussed in the case studies came about because there was a need to improve the transit systems, an internal champion, funding, and persistence to overcome barriers to change. Analysis of the survey results revealed that the primary institutional barrier to innovation or change was money, and the main reason for change was an internal leader or champion. Innovation is most likely to occur when there is a need to improve service, when there is a champion to lead and coordinate to bring about the change, and when there is a source of funds for the planning and implementation of the innovation.

Etiological models and therapeutic techniques in the psychodynamic treatment of depression

Psychodynamic treatment of depression is described as a problem-centered approach which is derived from the etiological model. This treatment is conceptually based on the internalisation of problematic relationship patterns, the development of structural vulnerability, and the formation of specific coping patterns. The therapeutic interventions specific to depression treatment deal with the present state of vulnerability and the tendency to overstrain oneself, which are the result of depressive personality development and which support new relationship experiences. Special emphasis is placed on the specific therapeutic attitude which allows treatment particularly of interpersonal problems by reflecting, supporting and confronting. Psychodynamic depression treatment is problem-centered in that it is tailored to the specifically problematic kinds of relationship expectations and relationship problems as well as the related problems of self esteem.