Case-Based Learning for In-Service Nursing Students

October 1, 2026 updated by: Chang Gung University of Science and Technology

A Cluster-Randomized Study of Case-Based Learning on Perceived Problem-Solving Ability, Emotional Intelligence, and Learning Motivation Among In-Service Nursing Students

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).

Study Overview

Status

Completed

Conditions

Intervention / Treatment

Study Type

Interventional

Enrollment (Actual)

106

Phase

  • Not Applicable

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Locations

  • Taiwan
      • Taoyuan, Taiwan, 333324
        • Chang Gung University of Science and Technology

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

18 years to 65 years (Adult, Older Adult)

Accepts Healthy Volunteers

Yes

Genders Eligible for Study

All

Description

Inclusion Criteria:

  • Enrolled in the "Emotional Flooding and Mental Health" course at a university of technology in northern Taiwan during the 2024-2025 academic year
  • In-service nursing student in a two-year (post-RN) program
  • Willing to provide informed consent and complete both pretest and posttest questionnaires

Exclusion Criteria:

  • None specified beyond the inclusion criteria above (all enrolled and eligible students in the two selected classes were invited to participate)

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: Other
  • Allocation: Randomized
  • Interventional Model: Parallel Assignment
  • Masking: None (Open Label)

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
Experimental: Case-Based Learning (CBL) Group

Participants received a nine-week case-based learning (CBL) intervention integrated into the Emotional Flooding and Mental Health course, delivered across three non-contiguous three-week blocks (Weeks 3-5, 9-11, and 16-18) covering adolescent, adult, and older-adult psychiatric cases, respectively. Each case followed a three-stage format (small-group discussion preparation, intensive small-group discussion, and conclusion), with graded small-group discussion components.
Behavioral: 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.
Active Comparator: Control (Traditional Instruction) Group

Participants received traditional didactic (lecture-based) instruction on the same nine topics within the Emotional Flooding and Mental Health course, delivered across the same three-week blocks (Weeks 3-5, 9-11, and 16-18), without case-based small-group discussion components.
Behavioral: Traditional Didactic Instruction

Traditional lecture-based instruction covering the same psychiatric nursing topics as the CBL condition, without case-based small-group discussion components.

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Change in Perceived Problem-Solving Ability (Problem Solving Inventory, PSI)
Time Frame: Baseline (Week 1, prior to instruction) and Week 18 (immediately following completion of the final instructional block)

Perceived problem-solving ability measured using the 32-item Problem Solving Inventory (Heppner & Petersen, 1982; Chinese version validated by Jiang et al., 2016), comprising three subscales: confidence in problem-solving, approach-avoidance style, and personal control. Items are rated on a six-point scale; lower total scores indicate stronger perceived problem-solving ability.
Baseline (Week 1, prior to instruction) and Week 18 (immediately following completion of the final instructional block)
Change in Learning Motivation (Adults' Learning Motivation Scale, ALMS)
Time Frame: Baseline (Week 1, prior to instruction) and Week 18 (immediately following completion of the final instructional block)

Learning motivation measured using the 15-item Adults' Learning Motivation Scale (Chen & Chiu, 2009), comprising three subscales: pursuit of interests, career advancement, and external expectations. Items are rated on a five-point Likert scale; higher scores indicate greater learning motivation.
Baseline (Week 1, prior to instruction) and Week 18 (immediately following completion of the final instructional block)
Change in Emotional Intelligence (Adult Emotional Intelligence Scale, AEIS)
Time Frame: Baseline (Week 1, prior to instruction) and Week 18 (immediately following completion of the final instructional block)

Emotional intelligence measured using the 26-item Adult Emotional Intelligence Scale (Hung, 2019), comprising four subscales: emotional awareness, emotional expression, emotional regulation, and emotion utilization. Items are rated on a four-point Likert scale; higher scores indicate greater emotional intelligence.
Baseline (Week 1, prior to instruction) and Week 18 (immediately following completion of the final instructional block)

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

Chang Gung University of Science and Technology

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start (Actual)

September 13, 2024

Primary Completion (Actual)

January 10, 2025

Study Completion (Actual)

January 10, 2025

Study Registration Dates

First Submitted

October 1, 2026

First Submitted That Met QC Criteria

October 1, 2026

First Posted (Actual)

October 6, 2026

Study Record Updates

Last Update Posted (Actual)

October 6, 2026

Last Update Submitted That Met QC Criteria

October 1, 2026

Last Verified

October 1, 2026

More Information

Terms related to this study

Keywords

Other Study ID Numbers

  • ChangGungUST

Plan for Individual participant data (IPD)

Plan to Share Individual Participant Data (IPD)?

NO

IPD Plan Description

Individual participant data will not be shared, as this was not included in the original informed consent provided by participants, and data sharing was not specified in the study protocol.

Drug and device information, study documents

Studies a U.S. FDA-regulated drug product

No

Studies a U.S. FDA-regulated device product

No

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

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