Iranian Nursing Students' Experiences of Case-Based Learning: A Qualitative Study

Area of Science:

• Nursing Education
• Medical Education
• Qualitative Research

Background:

• Traditional lecture-based methods may not fully prepare nursing students for complex clinical scenarios.
• Emergency nursing requires critical thinking, rapid decision-making, and effective stress management.
• Case-based learning (CBL) is an innovative pedagogical approach gaining traction in healthcare education.

Purpose of the Study:

• To explore the lived experiences of undergraduate nursing students regarding the implementation of case-based learning (CBL) in an emergency nursing course.
• To understand student perceptions of how CBL impacts their knowledge acquisition, skill development, and professional readiness.
• To identify the benefits and challenges associated with CBL in the context of emergency nursing education.

Main Methods:

• A qualitative content analysis approach was employed.
• Eighteen third-year undergraduate nursing students participated, selected via purposive sampling until data saturation.
• Data were gathered through semi-structured interviews and analyzed using the constant comparison method.

Main Results:

• Four overarching themes emerged: knowledge transfer competence, positive interaction atmosphere, stress management, and professional role-playing.
• Twelve subthemes detailed students' experiences, highlighting the development of critical thinking and diagnostic abilities.
• Case-based learning was perceived as stressful but ultimately pleasant, empowering, and beneficial for skill acquisition.

Conclusions:

• Case-based learning (CBL) is an effective pedagogical strategy for emergency nursing education, fostering essential clinical competencies.
• CBL enhances critical thinking, stress management, and diagnostic skills, preparing students for professional practice.
• The positive learning environment created by CBL reinforces peer collaboration and empowers nursing students.