目的：探讨PBL教学模式在眼科护理教学中的应用效果。

方法：眼科护理学专业2个教学班90名学生纳入研究，以《眼科护理学》期中考试成绩为基线成绩，LBL组采用传统教学，PBL+LBL组在传统教学方法基础上进行PBL教学。比较两组期末考试成绩、课程满意度和自我主观感受。

结果：LBL组基础知识、操作技能和案例分析的期末成绩与基线成绩无差异(P>0.05)； PBL+LBL组三项期末成绩较基线成绩提升(P<0.05)，且高于LBL组(P<0.05)。PBL+LBL组课程的兴趣和满意度均高于LBL组(P<0.05)。PBL+LBL组主动学习和沟通能力、团队协作能力、自学能力和解决问题能力提高的比例高于LBL组(P<0.05)。

结论：PBL和LBL相结合能有效提高高职学生眼科护理学的教学效果，加强了临床适应性。

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.