To apply the case-based problem-based learning (PBL) teaching method in clinical and disease prevention education of obstetric and gynecological nursing and evaluate its effectiveness.

A total of 50 obstetric and gynecological nursing students were randomly divided into a control group and an experimental group. The control group received traditional teaching methods, while the experimental group received case-based PBL teaching method. After completing all teaching sessions, a comprehensive evaluation of student learning was conducted through performance assessment and survey questionnaires. The collected data were analyzed and visualized using SPSS statistical software.

Students taught using a case-based problem-based learning (PBL) approach demonstrated significantly higher scores in seven assessment indicators compared to students taught using traditional teaching methods (P<0.05). Among these indicators, the differences were most pronounced in clinical thinking ability (t=5.226, P<0.001) and self-directed learning ability (t=3.878, P<0.001). In terms of theoretical and practical scores, the experimental group had an average score of 88.68, which was higher than the control group’s average score of 85.92 (t=3.056, P=0.004).

The application of the case-based PBL teaching method in clinical and disease prevention education of obstetric and gynecological nursing effectively enhances students’ comprehensive abilities, particularly in improving their clinical thinking and self-directed learning abilities.