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).
研究概览
研究类型
注册 (实际的)
阶段
- 不适用
联系人和位置
学习地点
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Taoyuan、台湾、333324
- Chang Gung University of Science and Technology
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参与标准
资格标准
适合学习的年龄
接受健康志愿者
有资格学习的性别
描述
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)
学习计划
研究是如何设计的？
设计细节
- 主要用途：其他
- 分配：随机化
- 介入模型：并行分配
- 屏蔽：无（打开标签）
武器和干预
参与者组/臂 |
干预/治疗 |
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实验性的：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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有源比较器：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. |
研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Change in Perceived Problem-Solving Ability (Problem Solving Inventory, PSI)
大体时间：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)
大体时间：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)
大体时间：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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合作者和调查者
研究记录日期
研究主要日期
学习开始 (实际的)
初级完成 (实际的)
研究完成 (实际的)
研究注册日期
首次提交
首先提交符合 QC 标准的
首次发布 (实际的)
研究记录更新
最后更新发布 (实际的)
上次提交的符合 QC 标准的更新
最后验证
更多信息
与本研究相关的术语
其他研究编号
- ChangGungUST
计划个人参与者数据 (IPD)
计划共享个人参与者数据 (IPD)？
IPD 计划说明
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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