Effects of PBL teaching mode training on the core capability of new nurses

Objective To discuss the effects of PBL teaching mode training on the core capability of new nurses. Methods Totally 27 nurses recuited from October 2014 to September 2015 in Xuhui District Central Hospital of Shanghai, were selected as the observation group, while 26 nurses recuited from Semptember 2013 to August 2014 were selected as the control group. Nurses in the observation group received a 12-month PBL teaching mode training on the basis of traditional teaching method. While nurses in the control group received traditional teaching method. The core abiity and theoretical operation score of nurses in two groups were compared after training. Results Before the intervention, there is no significant difference in the score of items of nurses′ core capability and the achievements of theoretical operation between two groups (P>0.05). After the intervention, each individual item score of nurses′ core capability was as the following: assessment and intervention (3.20±1.11), communication (4.25±1.25), critical thinking (2.65±0.58), interpersonal communication (4.85±1.89), comprehensive knowledge (3.58±1.02), management (2.10±1.29), leadership (2.10±1.29) and teaching (3.08±1.12); while the scores of those items in the control group were (2.21±0.36), (3.68±1.31), (2.10±0.65), (4.21±1.02), (2.85±0.62), (1.65±0.35), (1.65±0.35) and (2.51±0.39) (t=6.230, 9.187, 5.102, 2.587, 10.526, 2.580, 2.580, 3.815; P<0.05). After the training, the score of theoretical operation in the observation group was (87.74±2.21), while the score in the control group was (75.15±1.59) (t=7.023, P<0.05). Conclusions PBL teaching mode training can effectively improve the core ability and theoretical operation of new nurses. Key words: Inservice training; Problem based learning teaching mode; New nurses; Core capability