Effect of Problem-Based Learning Combined with Graphic Organizers on Third-Year Nursing Students’ Information Analysis Ability

Background and Aims: In contemporary nursing education, students are required to locate, evaluate, and apply large volumes of medical information to support evidence-based practice. However, many third-year undergraduate nursing students experience difficulties in critically evaluating sources, synthesizing findings, and applying information to clinical decision-making. Problem-Based Learning encourages inquiry and collaboration, while graphic organizers provide visual scaffolding to structure complex information. This experimental research aimed to: 1) compare the students’ information analysis ability before and after receiving Problem-Based Learning combined with Graphic Organizers. 2) compare the students’ information analysis ability with the criteria set at 70%, and 3) assess the students’ satisfaction with Problem-Based Learning combined with Graphic Organizers. Methodology: The sample consisted of 40 third-year undergraduate nursing students from Kangda College of Nanjing Medical University, selected by cluster random sampling. Students participated in eight PBL sessions (16 hours) integrated with graphic organizers. The graphic organizers used in the lessons included concept maps, mind maps, and evidence-synthesis charts to provide visual scaffolding for organizing, comparing, and synthesizing medical information. Data were collected using an Information Analysis Ability Test and a satisfaction questionnaire. Only 32 completed the satisfaction questionnaire. Data were analyzed by mean, standard deviation, dependent t-test, and one-sample t-test. Results: The results indicated that students’ information analysis ability after learning through Problem-Based Learning combined with Graphic Organizers (M = 82.23, SD = 7.20) was significantly higher than before learning (M = 63.58, SD = 10.10) (t = 38.135, p < .001), suggesting that the intervention was associated with improved information analysis ability. In addition, students’ post-test information analysis ability was higher than the determined criterion of 70 percent at a significance level of .01 (M = 82.23, SD = 7.20, t = 10.746, p < .001). Students were satisfied with the learning management using Problem-Based Learning combined with Graphic Organizers (M = 4.62, SD = 0.16). Conclusion: Problem-Based Learning combined with Graphic Organizers on nursing students’ information analysis ability uses 5 steps: 1) First, create problem situations to stimulate students’ learning interest. 2) Cultivate students’ ability to organize prior knowledge using graphic organizers. 3) Cultivate students’ ability of searching, evaluate, and analyze medical information. 4) Exercise students’ ability to synthesize and visualize information. 5) Guide students to present, reflect, and apply information to clinical situations. Overall, the findings suggest that integrating Problem-Based Learning with Graphic Organizers may be beneficial for improving nursing students’ information analysis ability and supporting evidence-based learning in medical information literacy courses.