Objective: To investigate the effect of problem-based learning (PBL) combined with comparative nursing rounds on the teaching of nursing for traumatology. Methods: This prospective study was performed in 186 nursing student interns. According to a random number table, these interns were assigned to the control group (n=93) and the experimental group (n=93). In the control group, the interns received traditional teaching methods. Meanwhile, interns in the experimental group received PBL combined with comparative nursing rounds teaching. The level of teaching approval, excellent and good rate of theoretical knowledge, operational ability, medical record writing, and critical thinking disposition inventory-Chinese version scores were compared between the two groups. Results: Teaching approval in learning initiative, problem solving ability, critical thinking, clinical work ability, independent information acquisition ability, and teamwork spirit in the experimental group were improved compared with the control group (all P<0.05). The excellent and good rate of theoretical knowledge, operational ability, and medical record writing in the experimental group were all higher than those in the control group (all P<0.05). Compared with the control group, critical thinking disposition inventory-Chinese version scores in all aspects in the experimental group after training were improved (all P<0.05). Conclusion: The application of PBL combined comparative nursing rounds in the teaching of nursing for traumatology is beneficial for a significant improvement in the grasp of theoretical knowledge, operational ability, critical thinking ability, and teaching approval.
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