Application of PBL Combined with Role-Play in Group Cooperative Teaching Mode in Nursing Education

© 2026 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )

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Abstract

Objective: To explore the application effect of a group cooperative teaching mode combining PBL and roleplay in the teaching of “Fundamentals of Nursing”. Methods: A controlled experimental design was adopted. Two nursing classes from the same university were selected. The experimental group adopted the PBL combined with roleplay group cooperative teaching mode, while the control group used traditional teaching. After teaching, theoretical exam scores, operational skills scores, and teaching effects were compared. Results: The experimental group’s theoretical scores, operational skills scores, and teaching effects were significantly higher than those of the control group, with statistically significant differences (p < 0.05). Conclusion: The group cooperative teaching mode combining PBL and role-play aligns with the characteristics of “Fundamentals of Nursing” teaching, effectively compensates for the shortcomings of traditional teaching, and optimizes teaching outcomes.

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