Application of the combined PBL-CBL teaching method of anaphylactic shock prevention and care in the fundamental nursing course.
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| Název: | Application of the combined PBL-CBL teaching method of anaphylactic shock prevention and care in the fundamental nursing course. |
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| Autoři: | Jiang X; School of Nursing, Jilin Medical University, Jilin, 132013, China., Hui Y; School of Nursing, Jilin Medical University, Jilin, 132013, China., Tong C; School of Nursing, Jilin Medical University, Jilin, 132013, China., Li D; School of Pharmaceutical Sciences, Jilin Medical University, Jilin, 132013, China., Zhang C; School of Pharmaceutical Sciences, Jilin Medical University, Jilin, 132013, China., Chang Y; School of Nursing, Jilin Medical University, Jilin, 132013, China. 5471446@qq.com. |
| Zdroj: | BMC medical education [BMC Med Educ] 2026 Feb 11; Vol. 26 (1). Date of Electronic Publication: 2026 Feb 11. |
| Způsob vydávání: | Journal Article; Randomized Controlled Trial |
| Jazyk: | English |
| Informace o časopise: | 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- |
| Výrazy ze slovníku MeSH: | Problem-Based Learning*/methods , Anaphylaxis*/prevention & control , Anaphylaxis*/nursing , Education, Nursing, Baccalaureate*/methods, Humans ; Female ; Male ; Students, Nursing ; Educational Measurement ; Young Adult ; Adult |
| Abstrakt: | Introduction: In recent decades, numerous studies have explored Problem-based Learning (PBL) or Case-based Learning (CBL) alone, but few have investigated their combination. Fundamental nursing is a core course for nursing undergraduates, and anaphylactic shock (a life-threatening clinical emergency) is a key teaching content. Traditional lecture-based learning (LBL) lacks interaction and fails to enhance critical thinking, highlighting the need for teaching methods. Methods: Nursing undergraduates from a medical college were randomly divided into two groups (n=50 each): the traditional group (LBL) and the PBL-CBL group (combined method). The intervention focused on anaphylactic shock in fundamental nursing (September 2022-June 2024). Data were collected via post-class tests (theoretical, practical, case analysis) and anonymous questionnaires (California Critical Thinking Disposition Inventory, satisfaction, time consumption). Statistical analysis used SPSS 18.0. Results: The PBL-CBL group had significantly higher total test scores (87.33±4.21 vs. 73.32±3.66, P<0.001) and better performance in all test sections. Questionnaire results showed higher critical thinking scores (truth-seeking, analytical skills, etc.), course satisfaction, and teacher-student interaction in the PBL-CBL group, though it consumed more learning time (P<0.05). Discussion: The combined PBL-CBL method outperforms traditional LBL in deepening knowledge, enhancing clinical analysis ability, and improving critical thinking. It is a promising approach for fundamental nursing teaching, though it requires more student preparation time. (© 2026. The Author(s).) |
| Competing Interests: | Declarations. Ethics approval and consent to participate: This study conducted in accordance with the Declaration of Helsinki and approved by the Ethics Committee of Jilin Medical College (Code: 2021- LW01, approval date: 2021.10.10). Written informed consent was obtained from all participants (Appendix Materials). Consent for publication: Statement: Informed consent was obtained from all subjects involved in the study. Competing interests: The authors declare no competing interests. |
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| Contributed Indexing: | Keywords: Case-based learning; Critical thinking; Fundamental nursing; Problem-based learning |
| Entry Date(s): | Date Created: 20260210 Date Completed: 20260318 Latest Revision: 20260320 |
| Update Code: | 20260320 |
| PubMed Central ID: | PMC12997906 |
| DOI: | 10.1186/s12909-026-08746-2 |
| PMID: | 41668093 |
| Databáze: | MEDLINE |
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Nájsť tento článok vo Web of Science | Abstrakt: | Introduction: In recent decades, numerous studies have explored Problem-based Learning (PBL) or Case-based Learning (CBL) alone, but few have investigated their combination. Fundamental nursing is a core course for nursing undergraduates, and anaphylactic shock (a life-threatening clinical emergency) is a key teaching content. Traditional lecture-based learning (LBL) lacks interaction and fails to enhance critical thinking, highlighting the need for teaching methods.<br />Methods: Nursing undergraduates from a medical college were randomly divided into two groups (n=50 each): the traditional group (LBL) and the PBL-CBL group (combined method). The intervention focused on anaphylactic shock in fundamental nursing (September 2022-June 2024). Data were collected via post-class tests (theoretical, practical, case analysis) and anonymous questionnaires (California Critical Thinking Disposition Inventory, satisfaction, time consumption). Statistical analysis used SPSS 18.0.<br />Results: The PBL-CBL group had significantly higher total test scores (87.33±4.21 vs. 73.32±3.66, P<0.001) and better performance in all test sections. Questionnaire results showed higher critical thinking scores (truth-seeking, analytical skills, etc.), course satisfaction, and teacher-student interaction in the PBL-CBL group, though it consumed more learning time (P<0.05).<br />Discussion: The combined PBL-CBL method outperforms traditional LBL in deepening knowledge, enhancing clinical analysis ability, and improving critical thinking. It is a promising approach for fundamental nursing teaching, though it requires more student preparation time.<br /> (© 2026. The Author(s).) |
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| ISSN: | 1472-6920 |
| DOI: | 10.1186/s12909-026-08746-2 |