Using the Send-A-Problem Activity for Classroom Learning

Using the Send-A-Problem Activity for Classroom Learning

What is Classroom Learning?

Classroom learning in nursing programs takes place in a physical classroom or online environment. Both you and your students need to be present for successful learning. In online learning, creating social, cognitive, and teaching presence is a challenge, but it’s the best way to build a learning community. In any setting, a learning community works best when various activities engage students and encourage thinking.

Developing Strong Nursing Leadership Inside and Outside the Classroom

Planning activities for a classroom setting is easier than for online learning. Some online learners might not want group activities. However, research shows that peer interaction helps reduce isolation and supports lifelong learning. So, plan activities requiring peer interaction for all environments. The “Send A Problem” activity promotes peer interaction while dealing with complex questions.

What is the “Send-A-Problem” Activity?

The “Send A Problem” or “Pass a Problem” is a learning activity for classrooms or online settings that encourages peer interaction. In this activity, students form groups, focus on a topic, create problems, and exchange problems with another group. This encourages collaborative problem-solving and thinking skills. In nursing programs, this activity can focus on course content or preparation for the NCLEX®. It can be a group or individual activity for classrooms and online courses. Group size should be 2 to 4 students. The activity can also be used for assessment.

How to Form Groups for Online Learning?

Forming online groups is similar to doing so in a physical classroom. Consider these points when setting up online groups:

Students shouldn’t form their groups, as they tend to pick friends over effective peers.
Think about students’ ages, abilities, backgrounds, and experiences. Create groups with similar or different attributes based on these factors and the activity’s purpose.
Consider the learning outcomes and the activity’s purpose to determine group composition. Keep the students’ level in mind.
Have groups choose a common team name based on something they share. They can also adopt a sports team name.

How to Plan and Implement a “Send-A-Problem” Activity?

Whether in a classroom or online, follow these steps to ensure successful peer interaction:

Define the activity’s purpose and the type of problems groups will create. For example, do you want clinical situations that require applying course content? Or NCLEX®-style questions related to course content? Make sure problems need creative and critical thinking to solve. If it’s a clinical situation, ensure it demands clinical reasoning and judgment.
Set up groups considering the earlier considerations. Think about the number of students in each group, keeping 2 to 4 students in mind.
Provide clear directions on how and when groups should work. Include:
The focus topic(s) or concept(s) for the problems.
The type of problem you want (case studies, test items, etc.).
If students should develop individual problems before discussing with the group OR if groups should create one problem together. Include at least one credible reference. For beginners, you might provide problems for groups to solve.
Have groups provide answer rationales without sharing them.
Set deadlines for problem creation and exchange. Repeat this process until all groups address all problems.
After the activity, provide a debriefing to clarify doubts, answer questions, and highlight key points.
Throughout the activity, be a coach and mentor.
If used for assessment, specify how it’s evaluated, including the rubric. A simple rubric with three levels can assess each group’s work. Here’s an example:

1 point

2 points

3 points

Problem isn’t original, lacks creativity, but relates to the topic; doesn’t need critical thinking/clinical judgment.

Problem is somewhat creative, clear, and related to the topic; requires basic critical thinking/clinical judgment.

Problem is well-developed, creative, clear, and related to the topic; demands high critical thinking/clinical judgment.

*You can be specific about the problem type if needed, like case study, test question, etc.

How to Adapt for Different Nursing Program Levels?

Here are examples of problems based on students’ levels, using a nursing care of fractures theme:

Beginner Students:
Q: A patient has an open tibia/fibula (“tib-fib”) fracture. What complication should the nurse watch for?

Constipation
Acute pain
Pressure injury
Infection

Intermediate Students:
Q: A patient with an external fixator for a “tib-fib” fracture has swelling in the leg and foot. What’s the best nursing action?

Elevate the leg on pillows.
Inform the provider.
Administer an analgesic.
Document the assessment.

Advanced Students:
Q: A patient with an external fixator for a “tib-fib” fracture reports increased pain and numbness. What’s the nurse’s priority?

Administer an analgesic.
Notify the provider.
Do a neurovascular assessment.
Document the findings.

Want More on “Send-A-Problem” Activities?

Here are some resources discussing this activity:

Barkley, E.F. & Major, C.H. (2020). Student engagement techniques: A handbook for college faculty. (2nd Ed.). San Francisco, CA: Jossey Bass.

Boettcher, J.V. & Conrad, R-M. (2017). The online teaching survival guide: Simple and pedagogical tips. (2nd Ed.). San Francisco, CA: Jossey Bass.

Herrman, J.W. (2016). Creative teaching strategies for the nurse educator. (2nd Ed.).Philadelphia, PA: F.A. Davis.