School of Health Sciences, Macao Polytechnic Institute, Room 5k, Floor 5, Center Hotline, No. 335-341, Alameda Dr. Carlos D'Assumpcao, Macao.
Nurse Educ Today. 2011 Aug;31(6):577-81. doi: 10.1016/j.nedt.2010.10.009. Epub 2010 Oct 30.
A descriptive study was conducted with 28 nursing students in Macao and 23 nursing students in Shanghai to explore students' views on the effectiveness of problem-based learning (PBL). The PBL Evaluation Questionnaire was used. It used a 20-item self-report Likert scale with a 5-point response choice (1=ineffective and 5=very effective). The value of the content validity index tested by five experts was determined as one and the internal consistency (Cronbach's alpha) was 0.90. The test-retest reliability with a two-week internal check was 0.89. Two open-ended questions were asked to determine students' comments on the positive and negative features of PBL. The response rate was 100%. Overall, students considered PBL to be moderately effective with a mean of 3.58 (S.D.=0.52). Students from Macao considered PBL to be less effective than students from Shanghai. However, half of the Macao students and 21.74% of the Shanghai students indicated that PBL was a time-consuming and stressful process that involved an increased workload. A small number of students indicated that sometimes the information they received was vague and this resulted in a lack of student confidence. It is clear that the initial implementation of PBL is not always a smooth process. Tutors should be prepared to provide students with substantial support in developing their understanding of PBL, and help students develop appropriate strategies for coping and engaging in the PBL learning process.
本研究采用描述性研究方法，对澳门的 28 名护理学生和上海的 23 名护理学生进行了调查，以探讨学生对基于问题的学习（PBL）有效性的看法。使用了 PBL 评价问卷，该问卷采用 20 项自我报告李克特量表，有 5 点反应选择（1=无效，5=非常有效）。通过五位专家测试的内容有效性指数值确定为 1，内部一致性（克朗巴赫α）为 0.90。两周内进行内部检查的重测信度为 0.89。提出了两个开放式问题，以确定学生对 PBL 的积极和消极特征的评价。回复率为 100%。总体而言，学生认为 PBL 的效果中等，平均得分为 3.58（S.D.=0.52）。来自澳门的学生认为 PBL 的效果不如来自上海的学生。然而，一半的澳门学生和 21.74%的上海学生表示，PBL 是一个耗时且紧张的过程，涉及工作量增加。少数学生表示，有时他们收到的信息不够明确，这导致学生缺乏信心。显然，PBL 的初步实施并不总是一个顺利的过程。导师应准备为学生提供大量支持，帮助他们理解 PBL，并帮助学生制定应对和参与 PBL 学习过程的适当策略。
