[目的]研究描述澳门护理学生以问题为基础的学习(PBL)的学习经历.[方法]对接受一学期PBL课程学习的28名澳门四年级护理本科生进行评价,学生自愿参与本研究并完成由研究者研制的PBL评价表,并书写关于学习经历的反思报告.[结果]澳门护理学生认为PBL总体上中等度有效(3.35分±0.53分),认为PBL在于激励小组讨论(3.93分±0.81分),促进不同观点的开放式讨论(3.89分±0.74分),分享在小组内所学到的、所解释和分析的(3.79分±0.74分)以及增进团队有效工作能力(3.61分±0.69分)等方面高度有效.近半数学生表示知识获得不确定、有压力的学习过程和超负荷的工作,部分学生因差的小组合作而感到沮丧.[结论] PBL能有效促进学生积极参与学习,若教师给予学生充分的支持以促进他们对PBL的理解,并帮助他们发展适合的策略以应对并融入PBL学习过程,PBL效果将会更好.%Objective:The purpose of this study was to describe nursing students' experience of problem-based learning (PBL) in Macao.Method:The descriptive study was conducted with fourth year students who completed a one-semester PBL nursing course in Macao.Participants were voluntary and completed a researcher developed PBL Evaluation Scale.Students also wrote a reflective paper about their learning experience.Results:Students considered PBL to be moderately effective overall (item mean 3.35±0.53). They considered PBL to be highly effective in stimulating group discussion (item mean 3.93±0.81), promoting open discussion of differing opinions (item mean 3.89±0.74),sharing what they had learned, interpreted and synthesized with entire group (item mean 3.79±0.74), and increasing their ability to work effectively on a team (item mean 3.61±0.69).However,almost one half of the students expressed uncertainty in acquiring knowledge, the stressful learning process and the workload. A few students felt frustrated with poor group cooperation of some colleagues. Conclusion: PBL can be effective in helping students assume active responsibility for their learning. PBL is most effective if faculty can provide the students with support in developing their understanding of PBL, and help students develop appropriate strategies for coping and engaging in the PBL learning process.
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