A comparison of problem-based learning and conventional teaching in nursing ethics education

Chiou Fen Lin, Meei Shiow Lu, Chun Chih Chung, Che Ming Yang

研究成果: 雜誌貢獻文章

55 引文 斯高帕斯(Scopus)


The aim of this study was to compare the learning effectiveness of peer tutored problem-based learning and conventional teaching of nursing ethics in Taiwan. The study adopted an experimental design. The peer tutored problem-based learning method was applied to an experimental group and the conventional teaching method to a control group. The study sample consisted of 142 senior nursing students who were randomly assigned to the two groups. All the students were tested for their nursing ethical discrimination ability both before and after the educational intervention. A learning satisfaction survey was also administered to both groups at the end of each course. After the intervention, both groups showed a significant increase in ethical discrimination ability. There was a statistically significant difference between the ethical discrimination scores of the two groups (P <0.05), with the experimental group on average scoring higher than the control group. There were significant differences in satisfaction with self-motivated learning and critical thinking between the groups. Peer tutored problem-based learning and lecture-type conventional teaching were both effective for nursing ethics education, but problem-based learning was shown to be more effective. Peer tutored problem-based learning has the potential to enhance the efficacy of teaching nursing ethics in situations in which there are personnel and resource constraints.
頁(從 - 到)373-382
期刊Nursing Ethics
出版狀態已發佈 - 五月 2010


ASJC Scopus subject areas

  • Issues, ethics and legal aspects
  • Medicine(all)