Department of Education, College of Education, Jeonju University, Jeonju, Republic of Korea.
Adv Health Sci Educ Theory Pract. 2013 Dec;18(5):1103-20. doi: 10.1007/s10459-012-9436-2. Epub 2013 Jan 3.
Problem-based learning (PBL) has been identified as an approach that improves the training of nurses by teaching them how to apply theory to clinical practice and by developing their problem-solving skills, which could be used to overcome environmental constraints within clinical practice. A consensus is emerging that there is a need for systematic reviews and meta-analyses regarding a range of selected topics in nursing education. The purpose of this study was to conduct a meta-analysis of the available literature in order to synthesize the effects of PBL in nursing education. Using a number of databases, we identified studies related to the effectiveness of PBL in nursing. An analysis was conducted on a range of outcome variables, including overall effect sizes and effects of evidence and evaluation levels, learning environment, and study characteristics. We found that the effect of PBL in nursing education is 0.70 standard deviations (medium-to-large effect size). We also found that PBL has positive effects on the outcome domains of satisfaction with training, clinical education, and skill course. These results may act as a guide for nurse educators with regard to the conditions under which PBL is more effective than traditional learning strategies.
基于问题的学习（PBL）已被确定为一种方法，通过教授护士如何将理论应用于临床实践并培养他们的解决问题的能力来提高护士的培训，这可以用来克服临床实践中的环境限制。人们越来越认识到，需要对护理教育中的一系列选定主题进行系统评价和荟萃分析。本研究旨在对现有文献进行荟萃分析，以综合 PBL 在护理教育中的效果。我们使用了多个数据库，确定了与 PBL 在护理中的有效性相关的研究。我们对一系列结果变量进行了分析，包括总体效应大小以及证据和评估水平、学习环境和研究特征的影响。我们发现，PBL 在护理教育中的效果为 0.70 个标准差（中到大效应量）。我们还发现，PBL 对培训满意度、临床教育和技能课程等结果领域有积极影响。这些结果可以为护士教育者提供指导，了解在哪些条件下 PBL 比传统学习策略更有效。
