Construction And Evaluation Of Problem-based Learning Model In Experimental Teaching Of Fundamental Nursing

Objectives: (1) to develop the clinical competences assessment scale of undergraduate nursing students and explore it's psychometric for use in problem-based learning model evaluation in the experimental teaching of fundamental nursing (2) to construct the problem-based learning model in the experimental teaching of fundamental nursing (3) to probe into the applying effect of Problem-based learning model that used in the experimental teaching of fundamental nursing in a systematical ways comparing with the traditional way.Methods: This study was divided into two parts.Ⅰ: the development of the clinical competences assessment scale of nursing undergraduate students. This part includes three stages. First of all: we formed the structure of the scale by reviewing literature and consulting experts and formed the item pool, and them revised the items by preliminary test with small sample and analysis of content validity; Secondly, the preliminary test was conducted with a stratified cluster sample of 314 undergraduate nursing students who come from 5 nursing schools. The items were revised by item discrimination,analysis of correlation,analysis of Cronbach's alpha coefficient,factor analysis. The thirdly, the items were tested with a sample of 331 nursing undergraduate students that come form 5 nursing schools in order to determine the psychometric of the scale.Ⅱ: Construction and evaluation of Problem-based Learning model in experimental teaching of fundamental nursing.99 nursing students were divided into test group and control group randomly. Students of test group had their skills class of fundamental nursing via Problem-based learning model, while students of control group were taught in traditional way.Results:(1) The preliminary version of the scale consisted of 63 items related to 9 dimensions. Cronbach's alpha coefficient for the overall scale was 0.9648, it was 0.7725~0.9219 for each dimension; the test-retest correlation coefficient for the overall scale was 0.872; the content validity index for the overall scale was 0.99; nine factors are extracted through factors analysis and they can explain 58.02% of the overall covariance. The average time that nursing undergraduate students finished the scale was 12.38±6.05min. (2)The scores of nursing skills,theoretical knowledge related to nursing skills in test group students were better than that of control group students. (3) The test group students thought highly of Problem-based learning model. (4) The linear stepwise regression analysis showed a statistically significant relationship between clinical competences of nursing undergraduate students and the teaching methods that used in the experimental teaching of fundamental nursing. Conclusions:(1) The results of this study implies that the scale of clinical competences of nursing undergraduate students is reliable,feasible and valid instrument to access nursing undergraduate students clinical competences.(2) Problem-based learning model used in the experimental teaching of fundamental nursing can improve the teaching effect (3) Problem-based learning model used in the nursing skills teaching of fundamental nursing can improve nursing students'abilities. especially self-learning ability,nursing assessment ability,critical thinking ability,interpersonal communication skills and the ability of humanity care.(4) Problem-based learning model used in the nursing skills teaching of fundamental nursing laid a solid foundation for the training of nursing students'clinical competences.