Efficacy of problem-based learning in enhancing health education skills, self-directed learning, and critical thinking among nursing interns: a prospective cohort study.
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| Titel: | Efficacy of problem-based learning in enhancing health education skills, self-directed learning, and critical thinking among nursing interns: a prospective cohort study. |
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| Autoren: | Xue H; Department of Surgery, Shuguang Hospital, Shanghai University of Traditional Chinese Medicine, No. 528 Zhangheng Road, Shanghai, 201203, China., Lu Y; Department of Surgery, Shuguang Hospital, Shanghai University of Traditional Chinese Medicine, No. 528 Zhangheng Road, Shanghai, 201203, China., Liu L; Department of Surgery, Shuguang Hospital, Shanghai University of Traditional Chinese Medicine, No. 528 Zhangheng Road, Shanghai, 201203, China. liuliyan_312@163.com. |
| Quelle: | BMC medical education [BMC Med Educ] 2025 Oct 14; Vol. 25 (1), pp. 1406. Date of Electronic Publication: 2025 Oct 14. |
| Publikationsart: | Journal Article; Randomized Controlled Trial |
| Sprache: | English |
| Info zur Zeitschrift: | Publisher: BioMed Central Country of Publication: England NLM ID: 101088679 Publication Model: Electronic Cited Medium: Internet ISSN: 1472-6920 (Electronic) Linking ISSN: 14726920 NLM ISO Abbreviation: BMC Med Educ Subsets: MEDLINE |
| Imprint Name(s): | Original Publication: London : BioMed Central, [2001- |
| MeSH-Schlagworte: | Problem-Based Learning*/methods , Thinking* , Self-Directed Learning as Topic* , Health Education*/methods , Education, Nursing*/methods, Humans ; Prospective Studies ; Female ; Male ; Adult ; Internship and Residency ; Educational Measurement ; Students, Nursing/psychology ; Young Adult |
| Abstract: | Competing Interests: Declarations. Ethics approval and consent to participate: This study was approved by the institutional teaching and research office of Shuguang Hospital Affiliated to Shanghai University of Traditional Chinese Medicine. The research involved no patients and posed no risk of physical or psychological harm. As the study involved routine educational evaluation and did not collect sensitive personal data, it was exempt from full review by the institutional ethics committee, and no formal approval number was issued. Consent for Publication: Not applicable. Competing interests: The authors declare no competing interests. Background: Traditional didactic teaching methods have been the cornerstone of nursing education, the Problem-Based Learning (PBL) has gained recognition in healthcare education as a student-centered instructional strategy with the potential to enhance critical thinking. Objective: This study aims to investigate the effect of PBL on the health education ability of nursing interns in order to promote the development of nursing education. Methods: A prospective cohort study was conducted with 142 nursing interns randomly assigned to either a control group (traditional teaching method) or an observation group (PBL teaching method), with 71 individuals in each group. The control group used the traditional teaching mode, and the observation group used the PBL teaching mode for 2 months. The primary outcome measures included assessment scores, health education ability, self-directed learning ability, critical thinking ability, and overall teaching satisfaction. Results: The comparison of assessment scores revealed that the PBL Teaching Group demonstrated significantly improved post-test scores compared to the Traditional Teaching Group (P < 0.05). Additionally, the PBL Teaching Group displayed significantly higher post-assessment scores in health education ability (P < 0.05), self-directed learning ability (P < 0.05), and critical thinking ability (P < 0.05). The results show a significant positive correlation between health education skills and self-directed learning (r = 0.478, P < 0.001), significant positive correlation between health education skills and critical thinking (r = 0.854, P < 0.001),significant positive correlation between self-directed learning and critical thinking (r = 0.553, P < 0.001).In addition, the overall satisfaction level of PBL group (28.69 ± 6.28) was significantly higher than that of traditional teaching group (25.14 ± 7.78) (P < 0.05). Conclusion: This study provides evidence to support the use of PBL as an effective teaching method to improve the health education ability of nursing interns, and provides new ideas and methods for nursing education. Trial Registration: Not applicable. (© 2025. The Author(s).) |
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| Contributed Indexing: | Keywords: Critical thinking, health education ability; Nursing interns; Problem-Based learning; Self-Directed learning |
| Entry Date(s): | Date Created: 20251015 Date Completed: 20251015 Latest Revision: 20251203 |
| Update Code: | 20251203 |
| PubMed Central ID: | PMC12522688 |
| DOI: | 10.1186/s12909-025-07936-8 |
| PMID: | 41088335 |
| Datenbank: | MEDLINE |
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Nájsť tento článok vo Web of Science | Abstract: | Competing Interests: Declarations. Ethics approval and consent to participate: This study was approved by the institutional teaching and research office of Shuguang Hospital Affiliated to Shanghai University of Traditional Chinese Medicine. The research involved no patients and posed no risk of physical or psychological harm. As the study involved routine educational evaluation and did not collect sensitive personal data, it was exempt from full review by the institutional ethics committee, and no formal approval number was issued. Consent for Publication: Not applicable. Competing interests: The authors declare no competing interests.<br />Background: Traditional didactic teaching methods have been the cornerstone of nursing education, the Problem-Based Learning (PBL) has gained recognition in healthcare education as a student-centered instructional strategy with the potential to enhance critical thinking.<br />Objective: This study aims to investigate the effect of PBL on the health education ability of nursing interns in order to promote the development of nursing education.<br />Methods: A prospective cohort study was conducted with 142 nursing interns randomly assigned to either a control group (traditional teaching method) or an observation group (PBL teaching method), with 71 individuals in each group. The control group used the traditional teaching mode, and the observation group used the PBL teaching mode for 2 months. The primary outcome measures included assessment scores, health education ability, self-directed learning ability, critical thinking ability, and overall teaching satisfaction.<br />Results: The comparison of assessment scores revealed that the PBL Teaching Group demonstrated significantly improved post-test scores compared to the Traditional Teaching Group (P < 0.05). Additionally, the PBL Teaching Group displayed significantly higher post-assessment scores in health education ability (P < 0.05), self-directed learning ability (P < 0.05), and critical thinking ability (P < 0.05). The results show a significant positive correlation between health education skills and self-directed learning (r = 0.478, P < 0.001), significant positive correlation between health education skills and critical thinking (r = 0.854, P < 0.001),significant positive correlation between self-directed learning and critical thinking (r = 0.553, P < 0.001).In addition, the overall satisfaction level of PBL group (28.69 ± 6.28) was significantly higher than that of traditional teaching group (25.14 ± 7.78) (P < 0.05).<br />Conclusion: This study provides evidence to support the use of PBL as an effective teaching method to improve the health education ability of nursing interns, and provides new ideas and methods for nursing education.<br />Trial Registration: Not applicable.<br /> (© 2025. The Author(s).) |
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| ISSN: | 1472-6920 |
| DOI: | 10.1186/s12909-025-07936-8 |