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No.1 · April 2019 International Society for Problem-Based Learning Pissn 2288-8675 Eissn 2508-9145 pISSN 2288-8675 eISSN 2508-9145 Journal of Problem-Based Learning of Problem-Based Journal Vol.6, No.1 April, 2019 No.1 Vol.6, Pages 1-44 Pages Vol.6 · No.1 · April 2019 International Society for Problem-Based Learning www.ejpbl.org www.ejpbl.org pISSN 2288-8675 eISSN 2508-9145 Journal of Problem-Based Learning Vol. 6 • No. 1 • April 2019 Aims and scope The Journal of Problem-Based Learning is an interdisciplinary/multidisciplinary professional journal showcasing the scholarship and best practice in Problem-Based Learning. Article topics can be any areas related to PBL and similar approaches to learning and teaching (e.g., enquiry, inquiry, abilities, practice, situation or solutions-based) that facilitate the development of a suite of metacognitive and process-oriented abilities. We are interested in scholarly papers that report on the paradigm shifts in education - experiences with, and developments in educational philosophy, curriculum design and implementation across different professions, countries, contexts, and cultures. Articles types published by Journal of Problem Based Learning include: Original research of all designs and methods, related to PBL and similar approaches to learning and teaching (e.g., enquiry, inquiry, abilities, practice, situation or solutions-based) that facilitate the development of a suite of metacognitive and process- oriented abilities. Data collection should have taken place within five years of submitting the manuscript. - Systematic reviews of research evidence relating to the above - Scholarly papers presenting in-depth analysis and discussion of philosophical, theoretical, conceptual related to PBL, critical thinking, e-technology, e-learning, etc. This peer-reviewed journal offers information for evidence-based practice and innovative strategies for Problem-Based Learning. It is published twice per year. Please read the instructions carefully for details on the submission of manuscripts, the journal's requirements and standards. Open access This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http:// creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. Publisher Mee Young Park, Cheju Halla University, Korea Editor-in-chief Margaret McMillan, The University of Newcastle, Australia Editorial office The International Society for Problem-Based Learning Halla•Newcastle PBL Education and Research Center 38 Halladaehak-ro, Jeju-si, Jeju Special Self-Governing Province, 63092, Korea Tel: +82-64-741-7430 Fax: +82-64-741-7431 E-mail: [email protected] Printing office M2community Co. 8th FL, DreamTower, 66 Seongsui-ro, Seongdong-gu, Seoul 04784, Korea Tel: +82-2-2190-7300 Fax: +82-2-2190-7333 E-mail: [email protected] Published on April 30, 2019 Copyright © 2019 International Society for Problem-Based Learning This paper meets the requirements of KS X ISO 9706, ISO 9706-1994 and ANSI/NISO Z39. 48-1992 (Permanence of paper) Editorial board Journal of Problem-Based Learning Editor-in-chief Margaret McMillan The University of Newcastle, Australia Associate editors Seung Wook Lee Seoul National University, Republic of Korea Mee Young Park Cheju Halla University, Republic of Korea Teresa Stone The University of Newcastle, Australia Lee Anne Xippolitos State University of New York at Stony Brook, U.S.A. Editors Vico Chiang Hong Kong Polytechnic University, Hong Kong Sarah Jeong The University of Newcastle, Australia Huaping Liu Peking Union Medical College, China Anh Phuong Nguyen Thi Hue University of medicine and pharmacy, Vietnam Yukiko Orii Aomori University of Health and Welfare, Japan Edward Stapleton State University of New York at Stony Brook, U.S.A. Susie Yoon Cheju Halla University, Republic of Korea Contents Journal of Problem-Based Learning Vol. 6 • No. 1 • April 2019 Editorial 1 PBL: Pedagogy, Partnership and Information Literacy Lee Anne Xippolitos, Margaret McMillan Original Articles 3 The Effects of a havruta Method on the Self-directed Learning and Learning Motivation EunJung Chung, Byoung-Hee Lee 10 Developing Criteria for the Selection of Contemporary Stimulus Material in Mental Health Nursing Education: Engaging Students and Meeting Curriculum Goals - Part 1: Critical Analysis of Simulation and Stimulus Material in Mental Health Nursing Education Anna Treloar, Margaret McMillan, Teresa Stone, Miran Kim 21 Developing Criteria for the Selection of Contemporary Stimulus Material in Mental Health Nursing Education: Engaging Students and Meeting Curriculum Goals - Part 2: ‘Authenticity’ in Design and Core Values for Stimulus Material for Enquiry-Based Learning in Mental Health Nursing Education Anna Treloar, Teresa Stone, Margaret McMillan, Miran Kim 30 Development and Application of an Integrated Curriculum Centered on Mathematics for Elderly Generations Hyeung Ju Lee Review Article 39 Appraisal of International Guidelines for Cancer Pain Management Miran Kim, Sarah Yeun-Sim Jeong PBL: Pedagogy, Partnership and Information Literacy Editorial Lee Anne Xippolitos pISSN 2288-8675 eISSN 2508-9145 · School of Nursing, Stony Brook University, USA J Probl Based Learn 2019;6(1):1-2 https://doi.org/10.24313/jpbl.2019.00156 Received: April 22, 2019 Accepted: April 26, 2019 Margaret McMillan Corresponding author: School of Nursing and Midwifery, University of Newcastle, Australia Lee Anne Xippolitos Stony Brook University, School of Nursing Nicolls Road, Stony Brook, 11709, USA Tel: +1-631-444-1041 E-mail: Lee.Xippolitos@ stonybrookmedicine.edu In 2016, Stony Brook University, School of Nursing, in collaboration with Stony Brook Medicine, participated in a strategic planning process resulting in the identification of two ma- jor areas of strength. The first strength is success in scholastic endeavors associated with dis- tance education and the second strength is our distinction in areas related to clinical practice. Taking these two elements into consideration, our School made a strategic decision to embark on a mobile learning initiative that would embed clinical expertise into an educational plat- form that leveraged cutting edge technology to increase academic success. This objective soon took form as a School initiative to become an Apple Distinguished School. This project is now affectionately known as, “March to Apple”. The School aimed to • Update the learner management system to an application that allows for innovation and cre- ativity • Seek current and specialized software to enhance current teaching-learning practices and in- crease the quality and depth of the educational environment Faculty participation over a two years aimed to ‘Create transformational educators’, who would become ‘Deeply engaged with technology and student engagement’ and would be- come ‘Experts on integrating technology into learning environments’. Inherent in involvement with the project was a willingness to demonstrate best practice and a commitment to collect- Copyright 2019 International Society for Problem-Based Learning ing evidence of student success with learning outcomes. This is an Open Access article distributed As part of our “March to Apple”, beginning in 2018 each undergraduate, graduate and doc- under the terms of the Creative Commons Attribution Non-Commercial License toral student at the School of Nursing’s orientation now receives an iPad. This mobile device (http://creativecommons.org/licenses/ is utilized as a learning tool throughout the student’s academic experience. Mobile technology by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and is part of the daily lives of all College Students and also of many of the people for whom they reproduction in any medium, provided the provide care. According to a 2016 Educause Report, 83 percent of adults between the ages of original work is properly cited. 18 and 29 own a smart phone and nearly 47 percent own a tablet. Health service providers in- www.ejpbl.org 1 Lee Anne Xippolitos et al. • Pedagogy, Partnership and Information Literacy teract with the consumers using a range of information technolo- conquered milestones as well as new challenges to the School. gy. This technology has changed the manner in which students However, the School’s strategic goal “to strengthen the School’s communicate, gather information, analyze data and eventually technology infrastructure to ensure accessibility, and support ex- learn. Establishing patterns of behavior enhances lthe likelihood cellence in the academic enterprise by delivering new and ex- of information fluency and lifelong learning. Additionally, mobile panded technologies” is being realized each and every day. It is a technology can record raw observations, breakdown geographic pleasure to bear witness to that! However all academics embrac- boundaries and provide for access regardless of time. This ever ing technology also need to be mindful of its use in fostering changing mobile landscape has provided for new opportunities deeper learning emerging from sound pedagogy and well struc- to enrich the academic experience for students, faculty members tured instructional and curriculum design (Park et al 2016). and support staff. Graduate learning outcomes need to include technological abili- Faculty development became a key factor in implementing this ties but also an an ability to fully appreciate the relevance of in- project. This is a commitment made by the School to assure
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