Objective To investigate the effect of PBL on the clinical education of nursing undergraduate students. Methods 120 undergraduate nurses were randomly divided with equal number into PBL (problem-based learning) group and the non-PBL group during their internship. The PBL group received PBL, while the non-PBL group was taught using traditional teaching model. 6 weeks after the clinical practice, the two groups were compared in scores of theoretical knowledge and skills assessment,. The students from the two groups were interviewed about their feedback on the quality of clinical education. Results The test scores of theoretical knowledge and skills assessment in PBL group were higher than those in the control group. 83.33% of the PBL group believed PBL could increase their interest in learning, self-learning ability, clinical thinking ability, communication skills and overall care capacity, each showing significant difference compared with those of the non-PBL group (P<0.01). Conclusion PBL can better the integration of nursing theoretical knowledge and clinical practice and improve the comprehensive ability of nursing students.%目的 探讨以问题为中心(problem based learning,PBL)教学法在护理本科实习护士学生(以下简称护生)临床教学中的应用效果.方法 将120名在眼科实习的护生,按临床实习时间分为实验组和对照组,每组各60名.实验组采用PBL教学法,对照组采用传统教学方法.实习6w后,比较两组护生理论知识和技能等各种考核成绩的差异,并同时调查两组护生对临床教学质量的反馈情况.结果 实验组护生理论知识和技能等各种考核成绩均优于对照组,83.33％的护生认为PBL教学法可提高学习兴趣、自学能力、临床思维能力、沟通能力和整体护理能力,与对照组比较,均P＜0.01,差异具有统计学意义.结论 PBL教学法能使护生更好地将护理理论知识与临床实践相结合,提高了护生临床护理理论和操作水平等综合能力,值得在临床护理教学中推广应用.
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