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).
Studieoversikt
Status
Forhold
Intervensjon / Behandling
Studietype
Registrering (Faktiske)
Fase
- Ikke aktuelt
Kontakter og plasseringer
Studiesteder
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Taoyuan, Taiwan, 333324
- Chang Gung University of Science and Technology
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Deltakelseskriterier
Kvalifikasjonskriterier
Alder som er kvalifisert for studier
Tar imot friske frivillige
Kjønn som er kvalifisert for studier
Beskrivelse
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)
Studieplan
Hvordan er studiet utformet?
Designdetaljer
- Primært formål: Annen
- Tildeling: Randomisert
- Intervensjonsmodell: Parallell tildeling
- Masking: Ingen (Open Label)
Våpen og intervensjoner
Deltakergruppe / Arm |
Intervensjon / Behandling |
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Eksperimentell: 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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Aktiv komparator: 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. |
Hva måler studien?
Primære resultatmål
Resultatmål |
Tiltaksbeskrivelse |
Tidsramme |
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Change in Perceived Problem-Solving Ability (Problem Solving Inventory, PSI)
Tidsramme: 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)
Tidsramme: 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)
Tidsramme: 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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Samarbeidspartnere og etterforskere
Studierekorddatoer
Studer hoveddatoer
Studiestart (Faktiske)
Primær fullføring (Faktiske)
Studiet fullført (Faktiske)
Datoer for studieregistrering
Først innsendt
Først innsendt som oppfylte QC-kriteriene
Først lagt ut (Faktiske)
Oppdateringer av studieposter
Sist oppdatering lagt ut (Faktiske)
Siste oppdatering sendt inn som oppfylte QC-kriteriene
Sist bekreftet
Mer informasjon
Begreper knyttet til denne studien
Andre studie-ID-numre
- ChangGungUST
Plan for individuelle deltakerdata (IPD)
Planlegger du å dele individuelle deltakerdata (IPD)?
IPD-planbeskrivelse
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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