| Autor: |
Santra, Piu, Mani, Smritikana |
| Předmět: |
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| Zdroj: |
International Journal of Nursing Education; Oct-Dec2017, Vol. 9 Issue 4, p101-106, 6p |
| Abstrakt: |
This research was conducted to find out the effect of problem-based learning (PBL) versus traditional teaching (TT) on knowledge regarding ventilator-associated pneumonia (VAP) among nursing students in selected Colleges of Nursing, West Bengal, India. Non-equivalent pre-test post-test design was adopted, and 83 students were selected by total enumeration technique from two colleges. After taking a pre-test, the lecture was conducted to TT group (42), and PBL was introduced to PBL group (41). Post -test was taken on the 8th day. The result of the study revealed that PBL was more effective to enhance knowledge rather than TT whereas TT was also effective. PBL was effective to enhance post-test knowledge score (^=24.10) than TT group (^=16.33). There is a significant association between pre-test knowledge score and exposure to learning resources in case of both PBL and TT group. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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