ArticleAmerican journal of translational research2021
The effect of PBL combined with comparative nursing rounds on the teaching of nursing for traumatology.
Article in American journal of translational research, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
5 citing papers in PubMed, 15 citations in OpenAlex.
- Efficacy of problem-based learning in enhancing health education skills, self-directed learning, and critical thinking among nursing interns: a prospective cohort study.BMC medical education · 2025Trial
- RETRACTED: Evaluation of influencing factors of China university teaching quality based on fuzzy logic and deep learning technology.PloS one · 2024Article
- Critical thinking disposition of medical students in Anhui Province, China: a cross-sectional investigation.BMC medical education · 2023Article
- The effect of Problem-Based Learning on Care Management skills: A quasi-experimental study.Revista latino-americana de enfermagem · 2023Article
- Performance of PBL-Based Image Teaching in Clinical Emergency Teaching.Computational and mathematical methods in medicine · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveTo investigate the effect of problem-based learning (PBL) combined with comparative nursing rounds on the teaching of nursing for traumatology.
methodsThis prospective study was performed in 186 nursing student interns. According to a random number table, these interns were assigned to the control group (n=93) and the experimental group (n=93). In the control group, the interns received traditional teaching methods. Meanwhile, interns in the experimental group received PBL combined with comparative nursing rounds teaching. The level of teaching approval, excellent and good rate of theoretical knowledge, operational ability, medical record writing, and critical thinking disposition inventory-Chinese version scores were compared between the two groups.
resultsTeaching approval in learning initiative, problem solving ability, critical thinking, clinical work ability, independent information acquisition ability, and teamwork spirit in the experimental group were improved compared with the control group (all P<0.05). The excellent and good rate of theoretical knowledge, operational ability, and medical record writing in the experimental group were all higher than those in the control group (all P<0.05). Compared with the control group, critical thinking disposition inventory-Chinese version scores in all aspects in the experimental group after training were improved (all P<0.05).
conclusionThe application of PBL combined comparative nursing rounds in the teaching of nursing for traumatology is beneficial for a significant improvement in the grasp of theoretical knowledge, operational ability, critical thinking ability, and teaching approval.
Indexed as
Identifiers
34017543PMC8129407W3160335933What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.