Case-based learning interventions for undergraduate nursing students in a theoretical course: A review of design, implementation, and outcomes.
Case-based learning (CBL) is a contextualized learning and teaching method that can facilitate active and reflective learning to develop critical thinking and problem-solving skills. However, nursing educators have some difficulty in creating a CBL environment that matches the diverse professional n...
| Publicado en: | Journal of Professional Nursing Vol. 46; pp. 119 - 134 |
|---|---|
| Autores principales: | , , , , , , , |
| Formato: | research systematic review Journal Article |
| Publicado: |
W B Saunders
May2023
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=163696291&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 163696291 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 87557223 4CK jtl: Journal of Professional Nursing issn: 87557223 maglogo: N pubinfo: dt: May2023 vid: 46 pid: 1351 pub: W B Saunders place: Philadelphia, Pennsylvania artinfo: ui: 163696291 163696291 163696291 10.1016/j.profnurs.2023.03.007 163696291 ppf: 119 ppct: 15 formats: tig: atl: Case-based learning interventions for undergraduate nursing students in a theoretical course: A review of design, implementation, and outcomes. aug: au: Yao, Jiannan Fu, Rong Zhu, Mingyue Jia, Luyao Dong, Xueqi Shi, Yu Zhang, Xiuying Yuan, Hua affil: Department of Fundamental Nursing, School of Nursing, Jilin University, Changchun 130021, Jilin Province, PR China sug: subj: Education, Nursing, Baccalaureate Problem-Based Learning Students, Nursing, Baccalaureate Students, Undergraduate Curriculum Development Outcomes of Education Evaluation Program Implementation Human Systematic Review PubMed Embase CINAHL Database Checklists Student Assignments Faculty, Nursing Faculty-Student Relations Feedback Student Attitudes Student Knowledge ab: Case-based learning (CBL) is a contextualized learning and teaching method that can facilitate active and reflective learning to develop critical thinking and problem-solving skills. However, nursing educators have some difficulty in creating a CBL environment that matches the diverse professional nursing curriculum and students' needs, including developing relevant cases and appropriate CBL implementation processes. To summarize the case design, implementation process, and their relationship with CBL effectiveness. Electronic databases of PubMed, Embase, Web of Science, CINAHL, China National Knowledge Infrastructure (CNKI) and Wanfang Data (a Chinese database) were searched from inception until January 2022. Study quality was assessed using the Mixed Methods Appraisal Tool. A qualitative synthesis was then conducted to summarize the study findings. The systematic mixed studies review included twenty-one quantitative studies, five qualitative studies and two mixed methods studies. The case design and implementation process were indispensable parts of each study, but the application process of CBL in each study was slightly different, basically including case design, preparation, small-group interaction and exploration, collaborative efforts, teacher summary, assignment and teacher feedback. There were three themes in this review that indicate the effect of CBL on students, namely, knowledge, competence and attitude. The present review analyzes the available literature and suggests that there is no common format for the case design and CBL implementation process, but demonstrates that they are an indispensable part of each study. This review provides conceptual procedures for nurse educators to design and implement CBL in nursing theoretical courses to improve the effectiveness of CBL. • Case-based learning (CBL) is widely used in many nursing disciplines and yields promising positive educational outcomes. • There is no common format for the case design and CBL implementation process in nursing education. • The case design and implementation process are an important part of CBL application in nursing programmes. • This review provides a conceptual procedure for nurse educators to design and implement CBL in nursing theoretical courses. pubtype: Academic Journal doctype: research systematic review Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|