Abstract
IntroductionTeaching strategies are essential in order to facilitate meaningful learning and the development of high-level thinking skills in students. ObjectiveTo compare three teaching methodologies (problem-based learning, case-based teaching and traditional methods) in terms of the learning outcomes achieved by nursing students. MethodThis quasi-experimental research was carried out in the Nursing Degree programme in a group of 74 students who explored the subject of The Oncology Patient through the aforementioned strategies. A performance test was applied based on Bloom's Revised Taxonomy. ResultsA significant correlation was found between the intragroup theoretical and theoretical-practical dimensions. Likewise, intergroup differences were related to each teaching methodology. Hence, significant differences were estimated between the traditional methodology (x−=9.13), case-based teaching (x−=12.96) and problem-based learning (x−=14.84). ConclusionsProblem-based learning was shown to be the most successful learning method, followed by case-based teaching and the traditional methodology.
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