Comparison of three teaching methods in critical care nursing teaching

Abstract

Objective To explore the effects of lecture-based learning (LBL) , problem-based learning (PBL) and lecture-based learning plus problem-based learning (LBL+PBL) on nursing students′ emergency knowledge and skills learned in critical care nursing teaching. Methods Totally 60 college nursing students admitted by Shenyang Medical College in 2013 were selected and divided into three groups randomly and equally. Nursing students in the three groups received LBL, PBL and LBL+PBL, respectively. At the end of these courses, they were examined for relevant skills and theories. Results The skill and theory scores of the LBL group were (83.12±3.21) and (87.45±3.50) , respectively; the skill and theory scores of the PBL group were (86.45±4.50) and (86.85±4.55) , respectively; and the skill and theory scores of the LBL+PBL group were (87.25±3.41) and (89.85±2.89) , respectively (F=11.98, 3.66; P<0.05) . Conclusions LBL+PBL can strengthen nursing students′ theoretical knowledge and enable them to apply what they have learned in clinical analysis and practice, thus improving their overall competence. Key words: Critical care nursing; Lecture-based learning (LBL); Problem-based learning (PBL)