Case-Based Learning for In-Service Nursing Students
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).
Přehled studie
Postavení
Podmínky
Typ studie
Zápis (Aktuální)
Fáze
- Nelze použít
Kontakty a umístění
Studijní místa
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Taoyuan, Tchaj-wan, 333324
- Chang Gung University of Science and Technology
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Kritéria účasti
Kritéria způsobilosti
Věk způsobilý ke studiu
Přijímá zdravé dobrovolníky
Pohlaví způsobilá ke studiu
Popis
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)
Studijní plán
Jak je studie koncipována?
Detaily designu
- Primární účel: Jiný
- Přidělení: Randomizované
- Intervenční model: Paralelní přiřazení
- Maskování: Žádné (otevřený štítek)
Zbraně a zásahy
Skupina účastníků / Arm |
Intervence / Léčba |
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Experimentální: 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. |
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. |
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Aktivní komparátor: 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. |
Traditional lecture-based instruction covering the same psychiatric nursing topics as the CBL condition, without case-based small-group discussion components. |
Co je měření studie?
Primární výstupní opatření
Měření výsledku |
Popis opatření |
Časové okno |
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Change in Perceived Problem-Solving Ability (Problem Solving Inventory, PSI)
Časové okno: Baseline (Week 1, prior to instruction) and Week 18 (immediately following completion of the final instructional block)
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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)
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Change in Learning Motivation (Adults' Learning Motivation Scale, ALMS)
Časové okno: Baseline (Week 1, prior to instruction) and Week 18 (immediately following completion of the final instructional block)
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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)
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Change in Emotional Intelligence (Adult Emotional Intelligence Scale, AEIS)
Časové okno: Baseline (Week 1, prior to instruction) and Week 18 (immediately following completion of the final instructional block)
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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)
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Spolupracovníci a vyšetřovatelé
Termíny studijních záznamů
Hlavní termíny studia
Začátek studia (Aktuální)
Primární dokončení (Aktuální)
Dokončení studie (Aktuální)
Termíny zápisu do studia
První předloženo
První předloženo, které splnilo kritéria kontroly kvality
První zveřejněno (Aktuální)
Aktualizace studijních záznamů
Poslední zveřejněná aktualizace (Aktuální)
Odeslaná poslední aktualizace, která splnila kritéria kontroly kvality
Naposledy ověřeno
Více informací
Termíny související s touto studií
Klíčová slova
Další identifikační čísla studie
- ChangGungUST
Plán pro data jednotlivých účastníků (IPD)
Plánujete sdílet data jednotlivých účastníků (IPD)?
Popis plánu IPD
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.
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