This study compared the effects of problem-based learning (PBL) and lecture-based learning (LBL) on nursing students' skills and knowledge related to giving medicine to newborns. 29 nursing students were randomly assigned to a PBL group (n=14) or LBL group (n=15). Both groups received training on giving medicine to newborns, with the PBL group learning through clinical scenarios and the LBL group through lectures. Students' cognitive skills, psychomotor skills, satisfaction, and self-assessment were measured before and after training. The PBL group showed significantly greater improvements in cognitive skills and knowledge compared to the LBL group. Students in the PBL group also reported higher motivation

Comparing Problem Based Learning With Lecture Based Learning On Medicine Giving Skill To Newborn in Nursing Students PDF

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