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Case-Based Learning for In-Service Nursing Students
Sponsor: Chang Gung University of Science and Technology
Summary
This quasi-experimental study explored the influence of integrating CBL into a psychiatric nursing course on these three outcomes among in-service nursing students. 106 students from two classes were purposively selected via convenience sampling and cluster-randomized into an intervention group (n = 54) and a control group (n = 52). From September 2024 to January 2025, participants in an Emotional Flooding and Mental Health course at a university of technology in northern Taiwan received either a nine-week CBL intervention covering adolescent, adult, and older-adult psychiatric cases, or didactic instruction. Outcomes were measured pre- and post-intervention using the Problem-Solving Inventory (PSI), the Adult Emotional Intelligence Scale (AEIS), and the Adults' Learning Motivation Scale (ALMS).
Official title: A Cluster-Randomized Study of Case-Based Learning on Perceived Problem-Solving Ability, Emotional Intelligence, and Learning Motivation Among In-Service Nursing Students
Key Details
Gender
All
Age Range
18 Years - 65 Years
Study Type
INTERVENTIONAL
Enrollment
106
Start Date
2024-09-13
Completion Date
2025-01-10
Last Updated
2026-10-06
Healthy Volunteers
Yes
Conditions
Interventions
Case-Based Learning (CBL)
A nine-week case-based learning intervention using progressively unfolding psychiatric nursing cases (adolescent, adult, and older-adult), incorporating small-group discussion, peer learning, oral presentation, and reflective assessment components.
Traditional Didactic Instruction
Traditional lecture-based instruction covering the same psychiatric nursing topics as the CBL condition, without case-based small-group discussion components.
Locations (1)
Chang Gung University of Science and Technology
Taoyuan, Taiwan