The impact of problem-based learning teaching interventions on nursing students’ learning outcomes: An empirical study using a pre-and-post test design

Objective: This study aims to explore the learning effectiveness and student experiences of nursing in-service students under the Problem-Based Learning (PBL) online teaching intervention.
Methods: A single-group pre-and-post test quasi-experimental design was employed, and standardized tests were used to assess learning performance before and after the simulated scenarios intervention, while paired sample t-tests were applied to analyze the differences.
Results: The results showed that the post-test scores (M = 85.35, SD = 9.13) were significantly higher than the pre-test scores (M = 74.58, SD = 6.97), t(30) = 5.97, p < .001, with an effect size of Cohen’s d = 1.07. In PBL case-based learning, students indicated that simulated scenarios made the learning content easier to understand and effectively sparked their interest in learning.
Conclusions: Students held a positive attitude towards the online teaching courses designed using PBL, and the teaching intervention significantly enhanced learning outcomes, demonstrating its high application value. It is suggested that this approach could serve as a reference for future nursing curriculum planning and instructional design.