Document Type : Original Article
Authors
- Masome Modanloo 1
- Homeira Khoddam 2
- Shohre Kolagaree 3
- Farideh Bastani 4
- Sorur Parvizi 4
- Habib Abdollahi 5
1 Ph.D. Candidate in Nursing, Instructor of Psycho-social Health Dept., School of Nursing and Midwifery, Golestan University of Medical Sciences, Golestan, Iran
2 Ph.D. Candidate in Nursing, Instructor of Pediatric Nursing Dept., School of Nursing and Midwifery, Golestan University of Medical Sciences, Golestan, Iran
3 Ph.D. Candidate in Nursing, Instructor of Medical Surgical Dept., School of Nursing and Midwifery, Golestan University of Medical Sciences, Golestan, Iran
4 Ph.D. in Nursing, Associate Professor of Social Health Dept., School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
5 M.Sc. in Nursing, Instructor of Medical Surgical Dept., Gorgan School of Nursing and Midwifery, Golestan Univ rsity of Medical Sciences, Golestan, Iran
Abstract
Background & Objective: To offer a better care in complex clinical environments and with rapid changes in technology nurses need to improve their problemsolving skill Studentcentered and active learning approaches are more effective in this regard Hence this study was to determine the effect of ProblemBased Learning (PBL) on nursing students learning level Methods: This quasiexperimental study was conducted on 32 nursing students (in their fifth semester) who had chosen mental health course in Golestan University of Medical Sciences in 2007 The students were randomly divided into two groups of cases (8 persons) and controls (24 persons) Having applied PBL and lecture during the course learning was evaluated via theoretical exams of similar content and cognitive level in two groups right at the end and two months after the course Data was analyzed using MannWhitney and independent t Test The level of significance was 005 Results: Most of the students with a mean ( ± SD) age of 2185(±197) years were single (9062%) and lived in a dormitory (75%) Although the mean scores were higher in cases compared to the controls two months after the course there was no significant difference in both groups regarding overall learning However a significant difference was seen in different cognitive levels (P
Keywords
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