Objective To discuss the effects of PBL teaching mode training on the core capability of new nurses .Methods Totally 27 nurses recuited from October 2014 to September 2015 in Xuhui District Central Hospital of Shanghai ,were selected as the observation group , while 26 nurses recuited from Semptember 2013 to August 2014 were selected as the control group .Nurses in the observation group received a 12-month PBL teaching mode training on the basis of traditional teaching method .While nurses in the control group received traditional teaching method .The core abiity and theoretical operation score of nurses in two groups were compared after training .Results Before the intervention , there is no significant difference in the score of items of nurses′core capability and the achievements of theoretical operation between two groups ( P>0.05) .After the intervention , each individual item score of nurses′core capability was as the following: assessment and intervention ( 3.20 ±1.11 ) , communication ( 4.25 ±1.25 ) , critical thinking ( 2.65 ±0.58 ) , interpersonal communication (4.85±1.89), comprehensive knowledge (3.58±1.02), management (2.10±1.29), leadership (2.10±1.29) and teaching (3.08±1.12); while the scores of those items in the control group were (2.21± 0.36), (3.68±1.31), (2.10±0.65), (4.21±1.02), (2.85±0.62), (1.65±0.35), (1.65±0.35) and (2.51± 0.39) (t=6.230,9.187,5.102,2.587,10.526,2.580,2.580,3.815;P<0.05).After the training, the score of theoretical operation in the observation group was (87.74±2.21), while the score in the control group was (75.15±1.59) ( t=7.023,P<0.05).Conclusions PBL teaching mode training can effectively improve the core ability and theoretical operation of new nurses .%目的：探讨PBL 教学模式培训对新入职护士核心能力的影响。方法选取2014年10月—2015年9月上海市徐汇区中心医院新入职护士27名为观察组，2013年9月—2014年8月新入职护士26名为对照组。观察组护士在传统带教基础上开展PBL教学模式培训，每月1期，共12期；对照组护士实施传统带教。比较培训后两组护士的核心能力及理论操作成绩。结果干预前两组护士核心能力量表各条目得分及理论操作成绩比较，差异无统计学意义（ P＞0．05）；干预后观察组护士核心能力量表中评估和干预、交流、批判性思维、人际交往、知识综合、管理、领导、教学条目得分分别为（3．20±1．11），（4．25±1．25），（2．65±0．58），（4．85±1．89），（3．58±1．02），（2．10±1．29），（2．10±1．29），（3．08±1．12）分；对照组护士得分分别为（2．21±0．36），（3．68±1．31），（2．10±0．65），（4．21±1．02），（2．85±0．62），（1．65±0．35），（1.65±0．35），（2．51±0．39）分，差异均有统计学意义（t值分别为6．230，9．187，5．102，2．587，10．526，2．580，2．580，3．815；P＜0．05）。干预后观察组护士理论操作成绩得分（87．74±2．21）分，对照组护士得分（75．15±1．59）分，差异有统计学意义（t＝7．023，P＜0．05）。结论应用PBL教学模式培训可有效提高新入职护士的核心能力及理论操作水平。
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