Abstract
Abstract
Corresponding Author |Attia Nasim, Department of Nursing, FJMU/ Sir Ganga Ram Hospital, Lahore.
Keywords: Problem based learning, Undergraduate nurses, lecture method, teaching approaches, allied health science
students
Conclusion: The intervention of PBL method has significantly improved more knowledge of the participants of
experimental group than the members of LBL. It reflects that PBL is a more important and effective teaching method in
developing knowledge of nursing students than lecture method.
Background: Problem based learning (PBL) is an innovative and learner-centered teaching approach that improves nurses'
theoretical knowledge, trains them practically, develops their critical and problem-solving skills to be used for overcoming
environmental constraints during clinical practice.
Results: This study identified the problem-based learning as more effective teaching method than lecture method after
observing a significant difference between the scores of post-tests of lecture method (LM) and problem-based learning. The
participants of the experimental group significantly gained more knowledge scores than the members of LM.
Email: attia.nasim@gmail.com
Objectives: The aim of this study was to determine the effectiveness of PBL in developing knowledge of undergraduate
nursing students.
Methods: This study conducted a pretest–posttest experimental design among B.Sc. Nursing students of Saida Waheed
FMH College of Nursing Lahore. Lottery method of random sampling was used to recruit the participants for experiment
group and control group. A PBL-based treatment for the experimental group and a series of lectures was traditionally
delivered to the control group on the topic of Diabetes Mellitus. Data was collected using MCQs-based questionnaire during
pre-test-post-test processes.
