Nursing student learning of evidence-based nursing through case-based learning and flipped learning: A mixed study

Area of Science:

• Nursing Education
• Pedagogy
• Evidence-Based Practice

Background:

• Traditional teaching methods may not fully equip nursing students with evidence-based practice skills.
• Integrating innovative pedagogical approaches is crucial for modern healthcare education.

Purpose of the Study:

• To evaluate the effectiveness of a combined case-based learning (CBL) and flipped learning (FL) strategy.
• To assess student utility, satisfaction, and competency development in evidence-based nursing learning.

Main Methods:

• An embedded mixed methods study was conducted.
• Quantitative data collected via questionnaires (utility, satisfaction, competency).
• Qualitative data gathered through open-ended questions and semi-structured interviews.

Main Results:

• Key themes included enhanced learning content, knowledge integration, teamwork, and didactic support.
• Students highly valued the ability to 'combine theory and practice' and 'select the best evidence'.
• Communication and critical thinking skills showed the most development, with overall high participant satisfaction.

Conclusions:

• The combination of CBL and FL presents an innovative and effective strategy for teaching evidence-based nursing.
• This approach fosters practical application and critical appraisal of evidence among nursing students.