Application of PBL and Evidence-based Teaching Method in Critical Thinking Ability Training for Nursing Students in Emergency Department

Yun WANG; Hui WANG; Haixiao HUANG; Ruying LI; Ruiqin SHA; Ying TIAN

doi:10.12259/j.issn.2095-610X.S20220827

Volume 43 Issue 8

Jul. 2022

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Yun WANG, Hui WANG, Haixiao HUANG, Ruying LI, Ruiqin SHA, Ying TIAN. Application of PBL and Evidence-based Teaching Method in Critical Thinking Ability Training for Nursing Students in Emergency Department[J]. Journal of Kunming Medical University, 2022, 43(8): 166-172. doi: 10.12259/j.issn.2095-610X.S20220827

Citation:

Yun WANG, Hui WANG, Haixiao HUANG, Ruying LI, Ruiqin SHA, Ying TIAN. Application of PBL and Evidence-based Teaching Method in Critical Thinking Ability Training for Nursing Students in Emergency Department[J]. Journal of Kunming Medical University, 2022, 43(8): 166-172. doi: 10.12259/j.issn.2095-610X.S20220827

Citation:

Yun WANG, Hui WANG, Haixiao HUANG, Ruying LI, Ruiqin SHA, Ying TIAN. Application of PBL and Evidence-based Teaching Method in Critical Thinking Ability Training for Nursing Students in Emergency Department[J]. Journal of Kunming Medical University, 2022, 43(8): 166-172. doi: 10.12259/j.issn.2095-610X.S20220827

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Application of PBL and Evidence-based Teaching Method in Critical Thinking Ability Training for Nursing Students in Emergency Department

doi: 10.12259/j.issn.2095-610X.S20220827

Dept.of, Nursing, The 1st Affiliated Hospital of Kunming Medical University, Kunming Yunnan 650032, China

Received Date: 2022-04-24
Available Online: 2022-07-20
Publish Date: 2022-07-28

Abstract

Abstract

Objective To explore the application effect of PBL and evidence-based teaching method in clinical teaching of nursing students in emergency department. Method A total of 100 nursing students who practiced in the emergency department of a level A tertiary hospital in Yunnan Province from December 2020 to December 2021 were selected as the research subjects. The odd-numbered students were included in the control group, and the even-numbered students were included in the intervention group, with 50 students in each group. The control group received traditional training, and the intervention group received PBL+ evidence-based nursing training , which consisted of four progressive steps: evidence-based nursing theory teaching, PBL group discussion, nursing round report and teacher guidance. After intervention, critical thinking ability scale, teaching effect self-assessment questionnaire and theory test were used to evaluate. Results The scores of critical thinking ability, teaching effect self-assessment questionnaire and theoretical score of nursing students in the intervention group were better than those in the control group （P < 0.05）. Conclusion PBL teaching method and evidence-based teaching method combined with the characteristics of the department in the clinical teaching of emergency department is helpful to improve the critical thinking ability and theoretical performance of nursing students and improve the evaluation results of teaching effect.
- Evidence-based nursing education,
- PBL teaching method,
- Nursing education

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References(35)

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