METHODS: Totally 90 students from two classes of Ophthalmology nursing major were included in the study. The mid-term examination of ophthalmological nursing as baseline. LBL group received traditional teaching(LBL). On the basis of LBL group, PBL+LBL group received PBL. The final examination, course satisfaction and self-subjective feelings of the two groups were compared.

RESULTS: There was no significant difference in final scores of basic examinations, operation skills and case analysis between LBL group and its baseline(P>0.05). In PBL+LBL group, the final scores of basic examination, operation skills and case analysis were significantly improved(P<0.05). Compared with LBL group, the final scores of basic examination, operation skills and case analysis in PBL+LBL group were significantly higher(P<0.05). The interest and satisfaction of students in PBL+LBL group were significantly higher than those in LBL group(P<0.05). The percentages who felt making progress in active learning, communication, teamwork, self-study and problem-solving ability in PBL+LBL group were significantly higher than those in LBL group(All P<0.05).

CONCLUSION: The combination of PBL and LBL can effectively improve the teaching effect of ophthalmic nursing for higher vocational students and lay a solid foundation for clinical work.