| ObjectiveTo compare the effects of two clinical emergency teaching methods (traditional teaching method and PBL teaching method ) through evaluation of clinical emergency competence.To compare the effects of two clinical emergency teaching methods (traditional teaching method and PBL teaching method ) through measurement of clinical emergency education environment.MethodsThe study used a quasi - experimental design. The subjects ( N = 60 ) for this study included 26 baccalaureate nursing students of 2000 grade and 17 baccalaureate nursing students of 2001 grade and 17 baccalaureate nursing students of 2003 grade. Students were assigned to clinical groups using scores of emergency theory learning and a stratified random procedure. The clinical practice teaching adopted traditional teaching method and PBL teaching method. Students attended the exam of simulation patient. Compared the clinical emergency treatment competence of two different teaching method. Checklist was based on literature review. The content validity of the Checklist was assured by 5 nurses who expert in teaching in Emergency Department, and reliability was checked . SPSS 11.0 was used for data analysis.ResultsThe scores of PBL teaching method were significantly higher than traditional teaching method in clinical competence, cognitive domain, affective domain and education measure. ( clinical competence Z = -3. 82;cognitive domain Z = -3.45;affective domain Z = -2. 59;education measure t = 4. 45 , P < 0. 05 ,for all). The scores of PBL teaching method were higher than traditional teaching method in psychomotor domain (Z= - 1. 65 , P > 0. 05 ).ConclusionPBL teaching method is a suitable method for the baccalaureate nursing students to enhance clinical competence of emergency treatment.
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