Wu Yifan, Song Dongpo, Dong Yueyang, Zhong Qiqing, Gao Shizheng, Sun Juanjuan, Fang Shuyan, Zhi Shengze, Wang Rui, Sun Jiao
School of Nursing, Jilin University, No.965 Xinjiang Street, Changchun 130021, Jilin, People's Republic of China.
Nurse Educ Today. 2025 Feb;145:106489. doi: 10.1016/j.nedt.2024.106489. Epub 2024 Nov 16.
Problem-Based Learning (PBL) education can improve nursing students' thinking skills and overall quality of life, but its effectiveness depends largely on the level of student engagement within the group. Finding an intervention to increase nursing students' classroom engagement is critical to improving learning outcomes.
To explore the impact of a grouping intervention using the Felder-Silverman Learning Style Model (FSLSM) on PBL in nursing education, including classroom engagement, critical thinking, self-directed learning skills, and academic performance.
A single-center, single-blind, double-arm, parallel randomized controlled trial.
One university school of nursing.
The sample consisted of 56 fourth-year undergraduate nursing students.
Students were randomly assigned to experimental group (n = 28) and control group (n = 28). The experimental group received PBL education based on FSLSM grouping and control group received traditional PBL education. Data collection was done using Demographic questionnaire, Index of Learning Style scale, Classroom Engagement Questionnaire for Students, Critical Thinking Disposition Inventory-Chinese Version, and Self-Directed Learning Skill scale. The data were analyzed using descriptive statistics, paired t-test, independent t-test, and chi-square test.
The FSLSM-based grouping significantly enhanced classroom engagement and critical thinking in the experimental group compared to the control group. While both groups improved in self-directed learning skills, the experimental group showed greater gains in learning motivation and information quality. However, academic performance did not differ significantly between groups.
Integrating the FSLSM with PBL can potentially optimize educational outcomes in nursing, emphasizing the importance of individual learning styles in group-based learning environments.
The trial was registered at the Chinese Clinical Trials Registry (ChiCTR2300069565).
基于问题的学习（PBL）教育可以提高护理专业学生的思维能力和整体生活质量，但其效果在很大程度上取决于学生在小组内的参与程度。找到一种干预措施来提高护理专业学生在课堂上的参与度对于改善学习成果至关重要。
探讨使用费尔德-西尔弗曼学习风格模型（FSLSM）进行分组干预对护理教育中PBL的影响，包括课堂参与度、批判性思维、自主学习技能和学业成绩。
单中心、单盲、双臂、平行随机对照试验。
一所大学护理学院。
样本包括56名本科四年级护理专业学生。
将学生随机分为实验组（n = 28）和对照组（n = 28）。实验组接受基于FSLSM分组的PBL教育，对照组接受传统PBL教育。使用人口统计学问卷、学习风格量表、学生课堂参与度问卷、批判性思维倾向量表中文版和自主学习技能量表进行数据收集。采用描述性统计、配对t检验、独立t检验和卡方检验对数据进行分析。
与对照组相比，基于FSLSM的分组显著提高了实验组的课堂参与度和批判性思维。虽然两组的自主学习技能都有所提高，但实验组在学习动机和信息质量方面的提升更大。然而，两组之间的学业成绩没有显著差异。
将FSLSM与PBL相结合可能会优化护理教育成果，强调了个体学习风格在基于小组的学习环境中的重要性。
该试验在中国临床试验注册中心（ChiCTR2300069565）注册。
