Enhancing clinical problem-solving skills in cardiology nursing interns: A randomized controlled study of case-based...

Area of Science:

• Medical Education
• Nursing Education
• Cardiology

Background:

• Traditional lecture-based learning (LBL) may be insufficient for preparing nursing interns for complex clinical scenarios in cardiology.
• Integrating innovative pedagogical approaches like Case-Based Learning (CBL) and Task-Driven Learning (TDL) is crucial for enhancing practical skill acquisition.

Purpose of the Study:

• To evaluate the effectiveness of combining Case-Based Learning (CBL) with Task-Driven Learning (TDL) for cardiology nursing interns.
• To compare the outcomes of the integrated CBL-TDL approach with traditional Lecture-Based Learning (LBL).

Main Methods:

• A randomized controlled trial involving 438 nursing interns in cardiology at Beijing Friendship Hospital.
• Interns were assigned to either a CBL-TDL group (n=220) or an LBL group (n=218) from June 2021 to March 2024.
• Evaluations included examination scores, ward round skills assessment, and anonymous satisfaction surveys.

Main Results:

• The CBL-TDL group demonstrated significantly higher post-internship theoretical knowledge (P=0.016) and ward round skills (P<0.001) compared to the LBL group.
• Interns in the CBL-TDL group reported higher satisfaction with learning motivation (OR 2.50) and practical skills development (OR 2.40).
• The CBL-TDL group also reported less time consumed for free activities, indicating efficient learning.

Conclusions:

• The synergistic integration of CBL and TDL is a highly effective pedagogical strategy for improving nursing interns' competence in cardiovascular specialties.
• This approach significantly enhances both theoretical knowledge and practical clinical problem-solving skills.
• The findings support the adoption of CBL-TDL for advanced clinical education in nursing.