Effects of Project-Based Learning in Improving Scientific Research and Practice Capacity of Nursing Undergraduates

Conference paper
Part of the Lecture Notes in Electrical Engineering book series (LNEE, volume 269)

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.

Keywords

Nursing Students Nursing research capacity 

Notes

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.

References

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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Nursing CollegeHenan UniversityKaifengChina

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