Objective To assess the effect of problem-based learning (PBL) versus traditional methods in nursing students.
Methods Computer retrieval was conducted to search for controlled studies comparing PBL and traditional methods. The quality of included studies was critically evaluated and data were analyzed by using The Cochrane Collaboration’s RevMan 5.0 software.
Results A tota1 of 321 articles were retrieved, but only l1 were included. Metaanalyses showed that there was no significant difference between PBL and traditional methods in the objective knowledge of nursing students (SMD 0.12, 95%CI -0.32 to 0.56, P=0.6 gt;0.05); but PBL was superior to traditional methods in the training of critical thinking (WMD 11.52, 95%CI 6.29 to 16.74), conflict resolution skills (WMD 8.09, 95%CI 5.02 to 11.16), clinical problem-solving skills (WMD 0.43, 95%CI 0.22 to 0.64), and communication skills (WMD 1.56, 95%CI 0.17 to 2.95). Although no significant difference was identified in the training of clinical decision-making skills, collaborative skills, and self-directed learning skills, PBL tended to be superior to traditional methods.
Conclusion PBL tends are associated with better learning results among nursing students compared with traditional methods. However, most trials included in the review were of low quality, so large-scale randomized controlled trials of higher quality are needed to confirm this.
Citation：
WANG Hong,ZHENG Xianlan,MENG Yuqian. Effect of Problem-based Learning in Nursing Students: A Meta-analysis. Chinese Journal of Evidence-Based Medicine, 2009, 09(1): 93-98. doi: 10.7507/1672-2531.20090019
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Copyright © the editorial department of Chinese Journal of Evidence-Based Medicine of West China Medical Publisher. All rights reserved
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Miller SK. A comparison of student outcomes following PBL versus traditional in a graduate pharmacology course. J Am Acad Nurse Pract, 2003, 15(12): 550-556.
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王爱平, 代颖. PBL教学法对护理本科专业课教育环境的影响. 护理学杂志, 2006, 21(22): 1-3.
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肖智谦, 陈碧瑕, 邱琼华, 等. 以问题为中心教学法在内科护理学教学中的应用及评价. 右江民族医学院学报, 2007, 29(2): 313-314.
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陈幼华, 黄淑华. PBL教学法在护理程序教学中的运用. 护理学杂志, 2000, 15(8): 501-502.
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胡君娥, 黄振元, 丁永艳. 以问题为基础教学法的临床实践与思考. 南方护理学报, 2005, 12(7): 81-83.
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Problem-based learning: An Adult-Education-Oriented Training Approach for SH&E Practitioners. J Ramsay, E Sorrell. Professional Safety, 2007, 9: 41-46.
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- 1. McMaster University. Problem-based leaning: History and Overview. Available from URL: http://www.fhs.mcmaster.ca/ pblnursing/HistoryOverview.htm.
- 2. Ozturk C, Muslu GK, Dicle A. A comparison of problem-based and traditional education on nursing students’ critical thinking dispositions. Nurse Educ Today, 2008, 28(5): 627-632.
- 3. Seren S, Ustun B. Conflict resolution skills of nursing students in problem-based compared to conventional curricula. Nurse Educ Today, 2008, 28(4): 393-400.
- 4. Tiwari A, Lai P, So M, et al. A comparison of the effects of problembased learning and lecturing on the development of students’ critical thinking. Med Educ, 2006, 40(6): 547-554.
- 5. Hwang SY, Kim MJ. A comparison of problem-based learning and lecture-based learning in an adult health nursing course. Nurse Educ Today, 2006, 26(4): 315-321.
- 6. Siu HM, Laschinger HK, Vingilis E. The effect of problem-based learning on nursing students’ perceptions of empowerment. J Nurs Educ, 2005, 44(10): 459-469.
- 7. Rideout E, England-Oxford V, Brown B, et al. A Comparison of Problem-Based and Conventional Curricula in Nursing Education. Adv Health Sci Educ Theory Pract, 2002, 7(1): 3-17.
- 8. Miller SK. A comparison of student outcomes following PBL versus traditional in a graduate pharmacology course. J Am Acad Nurse Pract, 2003, 15(12): 550-556.
- 9. 王爱平, 代颖. PBL教学法对护理本科专业课教育环境的影响. 护理学杂志, 2006, 21(22): 1-3.
- 10. 肖智谦, 陈碧瑕, 邱琼华, 等. 以问题为中心教学法在内科护理学教学中的应用及评价. 右江民族医学院学报, 2007, 29(2): 313-314.
- 11. 陈幼华, 黄淑华. PBL教学法在护理程序教学中的运用. 护理学杂志, 2000, 15(8): 501-502.
- 12. 胡君娥, 黄振元, 丁永艳. 以问题为基础教学法的临床实践与思考. 南方护理学报, 2005, 12(7): 81-83.
- 13. Problem-based learning: An Adult-Education-Oriented Training Approach for SH&E Practitioners. J Ramsay, E Sorrell. Professional Safety, 2007, 9: 41-46.
