Abstract
Objectives To investigate the effect of project-based learning on scientific research and practice capacity. Materials and methods A total of 35 students from 244 sophomores were included in this study. Tests were done in three different stages: before training, after training and after implementation by a teacher who was blind to the project. The test included 4 items: skills of design questionnaires, methods of health education, abilities of communication and skills of data analysis. The total scores of each item were 25 points. In three different stages (before training, after training and after implementation), the mean scores were calculated for each item and analyzed using ANOVA. Results The mean scores of each item were significantly higher in the students after training compared to the scores before training (p < 0.01). After implementation the mean scores were also higher than those in students after training (p < 0.01). In comparison with the mean scores of each item before training, those were significantly higher in the students after implementation (p < 0.01). Conclusion Project-based learning can improve nursing students’ scientific research and practice capacity.
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Acknowledgments
The authors would like to acknowledge the financial support from Global Fund for AIDS projects and the Educational Reform Fund at Henan University, Henan Province, China.
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Li, R., Dou, D., Wang, Y. (2014). Effects of Project-Based Learning in Improving Scientific Research and Practice Capacity of Nursing Undergraduates. In: Li, S., Jin, Q., Jiang, X., Park, J. (eds) Frontier and Future Development of Information Technology in Medicine and Education. Lecture Notes in Electrical Engineering, vol 269. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7618-0_308
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DOI: https://doi.org/10.1007/978-94-007-7618-0_308
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