Effects of modified PBL teaching method on the new nurse training in gerontology department

Abstract

Objective To explore the effects of modified problem-based learning (PBL) teaching method on new nurse training in geriatric department. Methods From January to December 2016, a total of 63 intern nurses in the Geriatric Department of Nanjing Drum Tower Hospital were selected and randomly divided into control group (n=31) and observation group (n=32) . The traditional PBL teaching method was applied in the control group, while the modified PBL teaching method was implemented in the observation group. The teaching effects were assessed and compared between the two groups with theoretical examination and practical skill assessment, and nursing teaching effect evaluation scale. Results The results of theoretical examination and practical skill assessment of the observation group were (93.28±3.56) and (95.35±2.64) respectively, which were both significantly higher than those of the control , (85.32±2.94) and (88.81±2.73) , and the differences were statistically significant (P<0.001) . The teaching effects approval rate of the observation group was higher than that of the control group, and the difference was statistically significant (P<0.05) . Conclusions The modified PBL teaching method can help to improve the theoretical level and practical skills of geriatric nurses, and promote the improvement of the teaching quality of nursing. Key words: Nurses; Modified problem-based learning teaching method; Geriatrics