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Practice and effectiveness of "nursing case-based learning" course on nursing student's critical thinking ability: A
Shasha Li1, Xuchun Ye2, Wenting Chen1
1School of Nursing, Huzhou University, Huzhou, Zhejiang, China.
Nurse Education in Practice
|March 22, 2019
Summary
Nursing case-based learning significantly enhances nursing students' critical thinking abilities. This teaching method proves effective in developing essential skills for baccalaureate nursing education.
Area of Science:
- Nursing Education
- Pedagogy
Background:
- Case-based learning (CBL) is a widely adopted and effective teaching methodology.
- Critical thinking is a crucial skill for baccalaureate nursing students.
Purpose of the Study:
- To investigate the impact of a nursing case-based learning course on nursing students' critical thinking.
- To compare the effectiveness of CBL with traditional teaching methods.
Main Methods:
- A quasi-experimental design was employed with 80 junior nursing students.
- The study included an experimental group (n=40) using CBL and a control group (n=40) using traditional teaching.
- Critical thinking disposition inventory (CTDI-CV) was administered at pre-test, mid-test (9 weeks), and post-test (18 weeks).
Main Results:
- No significant differences in critical thinking were observed between groups at the pre-test.
- The experimental group demonstrated significantly higher critical thinking abilities than the control group by the 9-week mid-test (P < 0.05).
- Statistically significant differences in critical thinking were found between the groups across all three time points (P < 0.05).
Conclusions:
- Nursing case-based learning is an effective pedagogical approach for cultivating critical thinking skills in nursing students.
- Well-structured instructional design is essential for successful implementation of CBL courses.