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Developing Nutrition Competency in Nursing Students Through Case-Based Learning
Brett R Ely1, Randi Beranbaum, Amy E Delaney
1Author Affiliations: School of Nursing and Health Sciences, Providence College, Providence, Rhode Island (Dr Ely, Ms Beranbaum, and Dr Delaney).
Background:
Nutrition content in accredited nursing programs is critical in meeting the American Association of Colleges of Nursing Essentials for competency-based education.
Problem:
The level of nutrition expertise expected in clinical nursing practice often exceeds educational preparation, requiring creative solutions and high-impact education practices.
Approach:
This study used enhanced case-based learning (CBL) in an undergraduate nutrition class for nursing students, while 1 section maintained the usual course structure (Standard). In the CBL class, students worked toward writing and presenting their own cases in simulated rounds. Pre- and post-Likert scales assessed student confidence and knowledge, and final exam grades were compared between sections for a quantitative assessment.
Outcomes:
CBL students rated their postclass nutrition and disease prevention knowledge higher (CBL: 4.7 ± 0.5 vs. Standard: 4.0 ± 0.6). CBL students also scored higher on their final exam (CBL: 94 ± 5%; Standard: 83 ± 13%; P < .01).
Conclusions:
CBL is a high-impact nutrition education practice that enhances student learning in competency-based education.
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