Main Article Content
The 21st century learning skills are important attributes of success and necessary for work and problem-solving in today’s society. The quasi-experimental research aimed to study the effects of problem-based learning on the 21st century learning skills of 77 nursing students from a nursing college in the northeastern region. The instruments included 2 phases of problem-based learning and the 21st century learning skills questionnaire, which was used for collecting data before and after intervention in the 1st and 2nd phase. Statistical analysis was performed by using descriptive statistics, repeated measures ANOVA and Bonferroni test. Results revealed that there was a significant statistical difference between the mean of 21st century learning skills before, after intervention in the 1st phase and 2nd phase (p-value < .001) and the mean of 21st century learning skills after intervention in the 2nd phase was significantly higher than those of before intervention and after intervention in the 1st phase.
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