Effectiveness of problem-based learning versus traditional lecture method in terms of knowledge among nursing students in a selected nursing college of Kashmir

Abstract

Introduction: The rapid advancement in medical technology and science demands nursing education to become hybrid, combining traditional teaching methods with modern methodologies. Problem-based learning (PBL) is one of the new methods, which facilitates student's learning. Objective: The study aimed to assess and compare the nursing students' knowledge regarding myocardial infarction taught by PBL and traditional lecture method. Methods: A quantitative research approach with post-test-only research design was used. All 50 B.Sc. 2nd-year nursing students were included in the study. A structured knowledge questionnaire was used to assess the knowledge. Results: The findings revealed that the mean knowledge score of nursing students in the PBL group was 24.28 and in the traditional lecture group was 19.36. The obtained mean difference between PBL group and traditional lecture group was found to be statistically significant as evident from 't' = 2.71 at 0.05 level of significance. The study findings also revealed that in the PBL group, 16% of nursing students had acquired poor knowledge, 68% had acquired average knowledge and 16% had acquired good knowledge, whereas in the traditional lecture group, 40% of students had acquired poor knowledge, 52% had acquired average knowledge and 8% had acquired good knowledge. Conclusion: The study revealed that the mean knowledge score after post-test of nursing students in the PBL group was higher than mean knowledge score after post-test of nursing students in the traditional lecture group; hence, PBL method was more effective than traditional lecture method.