Abstract:

Objective To explore the effects of the Presentation-Assimilation-Discussion(PAD) class in Pharmacology for nursing undergraduates. Methods A total of 120 nursing undergraduates were randomly divided into the experimental group and the control group with 60 students in each group. In Chapter 3 of Pharmacology,students in the experimental group received PAD class. They were allowed to learn contents between two classes. In the following class,half of the time was used for group discussion.Students in the control group received the traditional teaching method and online teaching to enhance their participation.The scores of students' examination performance and self-learning ability were compared between the two groups. Results There were no significant differences between the two groups(t=1.718,P=0.088) in the scores of online test,but there were significant differences(P<0.05) in the learning progress of online resources(t=2.511),class attendance(t=2.239),competitive answering(t=5.762),the number of teachers' thumbs up(t=2.102),and the total score(t=3.191). In the final examination,there were no significant difference in the scores of memorizations between the two groups(t=0.320,P=0.749),but there were significant differences(P<0.05) in the scores of comprehension items (t=3.760),application items (t=2.659) and the total(t=2.446).The score of self-learning ability of students in the experimental group(t=18.840)and scores of all dimensions were higher than those of students in the control group(P<0.001). Conclusion It is feasible and effective to apply PAD class in Pharmacology course,which is helpful to improve students' learning effects and self-learning ability.

Key words: Pharmacology, Students,Nursing, Teaching Methods, Presentation-assimilation-discussion, Self-learning ability