Effects of Health Education with Problem-Based Learning Approaches on the Knowledge, Attitude, Practice and Coping Skills of Women with High-Risk Pregnancies in Plateau Areas

Objective: Given the unique cultural background, way of life, and physical environment of the Tibetan Plateau, this study aims to investigate the effects of health education using problem-based learning (PBL) approaches on the knowledge, attitude, practice, and coping skills of women with high-risk pregnancies in this region. Methods: 76 high-risk pregnancy cases were enrolled at Tibet’s Linzhi People’s Hospital between September 2023 and April 2024. 30 patients admitted between September 2023 and December 2023 were selected as the control group and were performed with regular patient education. 46 patients admitted between January 2024 and April 2024 were selected as the observation group and were performed regular patient education with problem-based learning approaches. Two groups’ performance on their health knowledge, attitude, practice and coping skills before and after interventions were evaluated, and patient satisfaction were measured at the end of the study. Results: There was no statistical significance (P P P Conclusions: Health education with problem-based learning approaches is worth promoting as it can help high-risk pregnant women in plateau areas develop better health knowledge, attitude and practice and healthier coping skills. Also, it can improve patient sanctification.

Problem-Based Learning(PBL)Teaching Design in Enhancing College Students’Innovation Ability:Taking the Traditional Dress Design Course as An Example

This paper combines the cultivation of innovation ability with the content of problem-based learning(PBL),analyzes the current situation of the traditional dress design course,discusses the problems existing in the cultivation of innovation ability of college and university traditional dress design,and searches for the strategies to improve students’innovation ability based on PBL.This paper argues that PBL can provide assistance to the teaching design of traditional dress design courses,which is conducive to improving students’innovation ability in traditional dress design and realizing the desired teaching effect.

Application of Microteaching Combined with Problem-Based Learning(PBL)Teaching Model in Teaching Clinical Nursing Interns in Otorhinolaryngology Department

Objective:To explore the application effect of microteaching combined with problem-based learning(PBL)teaching mode in teaching clinical nursing interns in otorhinolaryngology department.Methods:A total of 72 nursing students who interned in our hospital from June 2022 to February 2023 were selected,and all of them were comprehensively trained in basic theoretical knowledge as well as practical skills before the beginning of their learning tasks.The students were randomly divided into the control group and the experimental group,with 36 students in each group.The control group was taught using the traditional clinical nursing teaching mode,and the experimental group was taught using microteaching combined with the PBL teaching mode,subsequently comparing the differences between the two groups of interns in the degree of mastery of theoretical knowledge,hands-on skills,teamwork ability,patient satisfaction,and other aspects.Results:In terms of mastery of theoretical knowledge,the interns in the experimental group(97.22%)were significantly better than that of the control group(75.00%)(P<0.05);the interns in the experimental group had significantly better practical skills(77.78%)than that of the control group(55.56%)(P<0.05);the interns in the experimental group had significantly better teamwork ability than the control group(P<0.05);through the questionnaire survey,it was found that students’satisfaction with teaching in the experimental group(97.22%)was also significantly higher than that in the control group(75.00%)(P<0.05).Conclusion:The application of microteaching combined with PBL teaching mode in the teaching of clinical nursing interns in otorhinolaryngology department achieved significant results.It can not only improve the professional knowledge and application ability of nursing students,but also cultivate their independent thinking,problem-solving skill,as well as teamwork ability.It can also improve the teaching quality and patient satisfaction,and contribute positively to the development of medical education.

PBL(Problem-based Learning)教学法道路规划与几何设计教学中的应用与探索

立足于道路规划与几何设计信息量大,涉及专业基础知识广、实践性强等特点,将PBL教学法在教学中进行了应用与探索,从教师设计问题、组建学习小组、问题探索与交流、教师总结评价等方面进行了教学设计和应用研究,实践证明PBL教学有助于提高学生的自主创新学习能力及学习的积极性,显著提升了教学效果。

Problem-based Learning Combining Seminar Teaching Method for the Practice of Mathematical Modeling Course's Teaching Reform for Computer Discipline

Mathematical modeling course has been one of the fast development courses in China since 1992,which mainly trains students’innovation ability.However,the teaching of mathematical modeling course is quite difficult since it requires students to have a strong mathematical foundation,good ability to design algorithms,and programming skills.Besides,limited class hours and lack of interest in learning are the other reasons.To address these problems,according to the outcome-based education,we adopt the problem-based learning combined with a seminar mode in teaching.We customize cases related to computer and software engineering,start from simple problems in daily life,step by step deepen the difficulty,and finally refer to the professional application in computer and software engineering.Also,we focus on ability training rather than mathematical theory or programming language learning.Initially,we prepare the problem,related mathematic theory,and core code for students.Furtherly,we train them how to find the problem,and how to search the related mathematic theory and software tools by references for modeling and analysis.Moreover,we solve the problem of limited class hours by constructing an online resource learning library.After a semester of practical teaching,it has been shown that the interest and learning effectiveness of students have been increased and our reform plan has achieved good results.

Study of Problem-Based Learning in English Grammar Teaching

This thesis took students from Grade one of Xuancheng No.3 Middle High School as the research objects,mainly employing the classroom observation,the questionnaire,and test to investigate the effect of problem-based learning method in English grammar teaching.The findings are as follows:(a)the scores of students in the experimental class obviously improved;and(b)compared with the traditional teaching method,the application of problem-based learning method in grammar teaching can stimulate students’interest in learning.To sum up,this method can improve students’English competence and learning interest significantly,which suggests it can be applied in grammar teaching.

Exploring the Application Effect of Flipped Classroom Combined with Problem-Based Learning Teaching Method in Clinical Skills Teaching of Standardized Training for Resident Doctors of Traditional Chinese Medicine

Objective: To explore the application effect of flipped classroom combined with problem-based learning teaching method in clinical skills teaching of standardized training for resident doctors of traditional Chinese Medicine. Methods: The study used the experimental control method. The study lasted from September to November 2022. The subjects of this study were 49 students of standardized training for resident doctors of traditional Chinese Medicine from grades 2020, 2021 and 2022 of Dazhou integrated TCM & Western Medicine Hospital. They were randomly divided into experiment group (25) and control group (24). The experiment group adopted flipped classroom combined with problem-based learning teaching method, and the control group adopted traditional teaching method. The teaching content was 4 basic clinical skill projects, including four diagnoses of traditional Chinese Medicine, cardiopulmonary resuscitation, dressing change procedure, acupuncture and massage. The evaluation method was carried out by comparing the students’ performance and a self-designed questionnaire was used to investigate the students’ evaluation of the teaching method. Results: The test scores of total scores in the experimental group (90.12 ± 5.89) were all higher than those in the control group (81.47 ± 7.96) (t = 4.53, P P Conclusions: The teaching process of the flipped classroom combined with problem-based learning teaching method is conducive to improving the efficiency of classroom teaching, cultivating students’ self-learning ability, and enhancing students’ willingness to learn.

Proposing Effective Problem-Based Learning(PBL)Problems by Reimplementing Open-Source Projects

Recently,Problem-Based Learning(PBL)has been regarded as a possible way towards effective educational changes in Chinese universities.However,problems have been exposed in the adoption of PBL,such as choosing effective PBL problems.The purpose of this paper is to provide a possible solution to the formulation of PBL problems for computer science courses,which is to reimplement open-source projects(ROSP).A case is demonstrated by showing how ROSP was adopted in a practical intercourse-level PBL course module.This paper contributes to a new PBL problem formulation method for promoting PBL in a practical way for Chinese universities.

Investigation of nursing students’ knowledge of and attitudes about problem-based learning

Purpose:To investigate nursing students’knowledge of and attitudes about problem-based learning(PBL).Methods:A total of 1200 students were surveyed at eight nursing colleges in Hunan Province.Results:In all,1037 valid questionnaires were returned,for an effective return rate of 86.4%.Some 54.4%of the students learned that PBL was a pedagogical method from teachers,and 27.8%of the students had participated in PBL courses.Almost all of students(97.6%)were interested in PBL,and 66.7%of survey participants believed that students who were not good at solving problems would have difficulty in PBL courses.Conclusion:Nursing educators should guide students to adapt to new learning approaches,and encourage students to participate in the teaching reform to promote students’autonomous learning ability,innovation ability,and comprehensive ability.

Integrating a flipped classroom and problem-based learning into ophthalmology education

Background: Ophthalmology is an important medical science subject, but it is given with insufficient attention in undergraduate medical education. Flipped classroom(FC) and problem-based learning(PBL) are well-known education methods that can be integrated into ophthalmology education to improve students' competence level and promote active learning. Methods: We used a mixed teaching methodology that integrated a FC and PBL into a 1-week ophthalmology clerkship for 72 fourth-year medical students. The course includes two major sessions: FC session and PBL session, relying on clinical and real-patient cases. Written examinations were set up to assess students' academic performance and questionnaires were designed to evaluate their perceptions. Results: The post-course examination results were higher than the pre-course results, and many students gained ophthalmic knowledge and learning skills to varying levels. Comparison of pre-and post-course questionnaires indicated that interests in ophthalmology increased and more students expressed desires to be eye doctors. Most students were satisfied with the new method, while some suggested the process should be slower and the communication with their teacher needed to strengthen.Conclusions: FC and PBL are complementary methodologies. Utilizing the mixed teaching meth of FC and PBL was successful in enhancing academic performance, student satisfactions and promoting active learning.

Problem-Based Learning of Drug Use and Abuse during COVID-19 Contingency

Introduction: Nursing students’ experiences during the pandemic provoked social isolation, the way to learn and every context increasing their stress and anxiety leading to drug use and abuse, among others. Problem-based learning (PBL) is a pedagogic strategy to strengthen significant learning;then the objective was to establish PBL influence in nursing students’ experiences on drug use and abuse during COVID-19 contingency. Methods: Qualitative, phenomenological and descriptive paradigm, 12 female and male nursing students aged 20 - 24 years old from the 5th and 6th semesters participated. Information collection was through semi-structured interview and a deep one in four cases. A guide of questions about: How the pandemic impacted your life? How did you face it? And what did you learn during this process? Those questions were used. Qualitative data analysis was based on De Souza Minayo, and signed informed consent was obtained from participants. Results: Students’ experiences allowed four categories to emerge, with six sub-categories. Category I. Students’ experiences on drug use and abuse facing the sanitary contingency;Category II. Students’ skills development to identify a problem and design of appropriate solutions;Category III. Developing skills to favor interpersonal relationships;Category IV. Influence of PBL in nursing students’ experiences on drug use and abuse during the COVID-19 contingency. Conclusion: PBL favored analysis and thoughts in nursing students’ experiences on drug use and abuse during the COVID-19 contingency, they worked collaboratively, developed resilience to daily life situations, and implemented stress coping strategies with their significant learning, which diminished their risk behavior.

The effects of the application of WeChat as a platform combined with problem-based learning in nursing teaching in China:a systematic review and meta-analysis

Background:Recently,WeChat application has been widely applied in the field of nursing education in China.Among them,WeChat as a platform combined with problem-based learning(PBL)teaching method is a commonly used method in nursing teaching,however,no unanimous consensus on the effectiveness of the application of nursing teaching.Purpose:The purpose of this meta-analysis is to systematically evaluate the effectiveness of WeChat as a platform combined with PBL teaching method in nursing teaching for Chinese nursing students from four aspects:nursing students'performance,ability,learning interest and teaching satisfaction.Methods:The following English and Chinese databases were searched for relevant articles:PubMed,Embase,Cochrane library,Web of Science,China National Knowledge Infrastructure(CNKI),WanFang Database,VIP Database and Chinese Biomedical Literature Database(CBM).The search timeframe was set fromthe establishment of these databaseto August 2021.Two reviewers separately screened records,abstracted data,and assessed risk of bias in trials included.Review Manager Software 5.3 was used to analyze data.Results:A total of 11 randomized controlled trials(RCTs)were included.The results of this meta-analysis showed that WeChat combined with PBL teaching method can significantly improve theory examination(SMD=2.50,95%CI:1.69 to 3.30,P<0.001),operation skill(SMD=2.32,95%CI:1.47 to 3.18,P<0.001),comprehensive ability(SMD=3.18,95%CI:1.59 to 4.76,P<0.001),and learning interest(SMD=3.08,95%CI:1.44 to 4.72,P<0.001)in Chinese nursing students,and increase nursing students on teachers'teaching satisfaction(SMD=2.64,95%CI:0.39 to 4.89,P<0.001).Conclusion:WeChat combined with PBL teaching method can significantly enhance Chinese nursing students'knowledge mastery and application,improve their comprehensive ability and learning interest,and improve classroom teaching effect.College nursing educators should consider adopting WeChat combined with PBL teaching method in nursing education to fully demonstrate its application value.

The problem-based learning integrated with simulation to improve nursing students’ self-efficacy

Introduction: The purposes of this study were to describe the simulation integrated with problem-based learning (SIM-PBL) module to educate the nursing process for clients with hypertension and to evaluate its effectiveness on nursing students’ self-efficacy (SE). Methods: This study was a one group pre- and post-test design. Twenty five students received a 5-hour SIM-PBL program focused on nursing care of clients with hypertension. A newly developed self-report questionnaire was used to assess SE in four areas of the nursing process with a scale of 0 (not at all confident) to 10 (totally confident). The four areas were subjective data assessment, physical examination, prioritizing nursing care and health promotion advices. Results: At baseline, students’ SE ranged from 5.5 ± 1.4 (prioritizing nursing care) to 7.6 ± 1.4 (subjective data assessment). After SIM-PBL education, all areas of nursing process presented statistically significant improvements of SE. The improvements were most noticeable in prioritizing nursing care. Conclusion: The SIM-PBL module was effective in improving the students’ self-efficacy in the nursing process for patients with hypertension. Further studies are recommended in developing SIM-PBL modules for diverse nursing topics and evaluating their effectiveness in various aspects of students’ competency.

Do the Application of Problem-Based Learning on Undergraduate Nursing Students’ Is Effective? A Case Study Review

Objectives: The study’s aims to determine and assess the application of problem-based learning to undergraduate nursing students. Background: Nursing students are the upcoming health care delivery system;according to their standard of learning, it will affect their clinical training. Method: The study design is a case study review, the data was collected using many articles related to problem-based learning collected from E-books and E-journals websites like CINAHEL, Google Scholar, etc. After that, the data was analyzed and evaluated related to the application of problem-based learning on undergraduate nursing students. Result: The result appeared that most of the research proved and supported that the application of problem-based learning is effective for undergraduate nursing students, and students can solve patients’ problems in a better way. Conclusion: In conclusion, problem-based learning is an essential part of the nursing diagnosis process that will increase knowledge, and performance, and merge it with the nursing concepts.

“PBL+E-learning”教学模式探索——以《生物信息学上机实践课》教学为例

实践教学是高等院校教育改革的重要环节,也是培养学生自主学习能力和创新能力的有效方式。生物信息学是自人类基因组计划以来新兴的一门交叉学科,具有学科交叉范围广、知识更新快速,实用实践性强等特点,是当今生命科学和自然科学研究的前沿之一。根据生物信息学课程实践性较强的特点,文章阐述了以国内外现有的生物信息资源网站为平台,在《生物信息学上机实践课》教学中采用"问题导向式学习(PBL)+电子学习(E-learning)"教学模式的理论基础、具体实施方法和改革效果。

临床医学认证背景下有机化学PBL教学设计与探索——基于E-learning网络教学平台

有机化学作为高等医学院校的一门重要专业基础课,知识体系庞大,学生的学习方法不恰当及医学相关专业知识不全面等特点使得学生的学习积极性不高,教学效果不尽如人意。PBL教学是以问题为基础,以学生为中心,以小组为单位的自我导向式学习,可有效提高学生学习的积极性和主动性。通过临床及相关专业有机化学PBL教学实践,探讨在临床医学认证背景下,利用E-learning网络教学平台,探讨有机化学PBL的教学设计,为新形势下的有机化学教学探索一种行之有效的教学模式。

问题式学习（PBL Learning）中的“问题”——基于案例的分析

在问题式学习中，问题是获取和综合新知识的起点和中心。只有让学习者感到疑难或困难，需要学习者竭尽所能去破解和克服的不确定的状态才是值得探究的问题，来自学科课程的问题使问题式学习方便教师指导、自然流畅而不流于形式，具有强大的生命力。

促进大学生深度学习的PBL教学方法研究与实践

学习科学视角下深度学习能力受到社会各界的广泛关注,促进学生的深度学习已经成为高等教育的重要议题和研究热点。以问题为导向的PBL教学方法是更强调能力导向的教学,是促进学生深度学习的重要教学理念和方法。为评价分析大学生深度学习现状及其影响因素,在设计性实验课程中开展PBL教学,并在此基础上研究PBL教学方法对大学生深度学习的促进作用及改进策略。研究结果表明,实验班八个二级评价指标的平均值均略高于对照班,一定程度上可以说明PBL教学设计与实施可以促进大学生的深度学习。大学生深度学习的进一步促进策略可以从团队学习能力和反思评价能力方面重点实施。

基于网络学习空间的高等学历继续教育PBL教学模式探究

网络学习空间现已成为开展数据支持下个性化教与学的重要入口,但目前绝大多数网络学习空间设计框架并未结合具体的教学模式。我国高等学历继续教育传统教学模式存在教师教学力量薄弱、成人学生学习困难、成人配套教材匮乏、课程教学形式僵化以及评分机制效率低下等若干问题。基于此,应搭建基于网络学习空间PBL教学模式的应用框架,在网络学习空间中完成组织小组,学情分析;创设情景,设计问题;确定目标,制定方案;实践探究,形成结论;小组交流,成果展示;学生总结,教师反馈等教学流程,以治愈传统教学模式的旧疾,体现一个平台、两个主体、三个互动和四个功能的教学价值,实现高等学历继续教育教学模式的数字化与理论化。