To explore the effect applying problem-based learning (PBL) combined with case-based learning (CBL) mixed teaching in cancer pain teaching for nurses taking standardized training in oncology department.

From January 2021 to June 2022, 60 nurses taking standardized training in Department of Oncology, Second Hospital Affiliated to Guangzhou University of Chinese Medicine were selected as the study objects. They were simply and randomly divided into a control group and an observation group, with 30 in each group. There were 2 males and 28 females in the control group; they were (23.0±1.0) years old. There were 30 females in the observation group; they were (23.3±1.6) years old. The control group implemented the conventional clinical teaching method, while the observation group implemented the PBL combined with CBL mixed teaching. The theoretical knowledge of cancer pain, cancer pain management abilities, self-efficacies, and satisfaction were compared between the two groups after four weeks' teaching. t test, χ² test and Fisher exact test.

The scores of theoretical knowledge of cancer pain, cancer pain management ability, and self-efficacy in the observation group were higher than those in the control group [(83.27±4.84) vs. (79.60±6.18), (85.07±4.22) vs. (82.70±3.90), and (4.63±2.11) vs. (2.40±2.18)], with statistical differences (all P<0.05). The degrees of satisfaction with teaching mode and work arrangement in the observation group were higher than those in the control group [90.0% (27/30) vs. 66.7% (20/30) and 93.3% (28/30) vs. 70.0% (21/30)], with statistical differences (both P<0.05).

The application of PBL combined with CBL mixed teaching in cancer pain teaching for nurses taking standardized training in oncology department can effectively improve their self-efficacy, professional theoretical knowledge, clinical thinking, and cancer pain management ability.

Oncology department; Problem-based learning; Case-based learning; Mixed teaching; Nurses taking standardized training; Cancer pain