Comparison of Lecture and Problem-Based Learning on Learning of Nursing Students

The purposes of this study were to develop a problem-based learning program for nursing student’s education and to evaluate the program after its implementation. An intervention study carried out on 27 third year undergraduate nursing students in the nursing and midwifery faculty of Kashan University of Medical Sciences. Problem-based learning method was used for one group (n = 13) and the other group were taught with traditional lecture method (n = 14) over 1 semester. In each group there were 8, 2-hour teaching sessions. Finally the two groups passed a same exam. Viewpoints of students in PBL group were also obtained. Chi squared and Mann–Whitney U testes were used in data analysis. The mean score was 12.76 in problem-based learning and 12.21 in lecture group. However no statistical significant difference was observed in final scores. The mean score of satisfaction was 3.5±0.78 (out of 5) in the PBL group. This study showed that the problem-based learning had no significant effect on cognitive abilities of these students but on students viewpoints it may improves their communication skills, motivation and interaction abilities.