Chan Aileen Wai-Kiu, Chair Sek-Ying, Sit Janet Wing-Hung, Wong Eliza Mi-Ling, Lee Diana Tze-Fun, Fung Olivia Wai-Man
1PhD, RN, Assistant Professor, The Nethersole School of Nursing, The Chinese University of Hong Kong, Shatin, Hong Kong SAR 2PhD, RN, Director, The Nethersole School of Nursing, The Chinese University of Hong Kong, Shatin, Hong Kong SAR 3PhD, RN, Associate Professor, The Nethersole School of Nursing, The Chinese University of Hong Kong, Shatin, Hong Kong SAR 4PhD, RN, Chair Professor, The Nethersole School of Nursing, The Chinese University of Hong Kong, Shatin, Hong Kong SAR 5DHSc, RN, Assistant Professor, School of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR.
J Nurs Res. 2016 Mar;24(1):31-40. doi: 10.1097/jnr.0000000000000104.
Case-based learning (CBL) is an effective educational method for improving the learning and clinical reasoning skills of students. Advances in e-learning technology have supported the development of the Web-based CBL approach to teaching as an alternative or supplement to the traditional classroom approach.
This study aims to examine the CBL experience of Hong Kong students using both traditional classroom and Web-based approaches in undergraduate nursing education. This experience is examined in terms of the perceived self-learning ability, clinical reasoning ability, and satisfaction in learning of these students.
A mixture of quantitative and qualitative approaches was adopted. All Year-3 undergraduate nursing students were recruited. CBL was conducted using the traditional classroom approach in Semester 1, and the Web-based approach was conducted in Semester 2. Student evaluations were collected at the end of each semester using a self-report questionnaire. In-depth, focus-group interviews were conducted at the end of Semester 2.
One hundred twenty-two students returned their questionnaires. No difference between the face-to-face and Web-based approaches was found in terms of self-learning ability (p = .947), clinical reasoning ability (p = .721), and satisfaction (p = .083). Focus group interview findings complemented survey findings and revealed five themes that reflected the CBL learning experience of Hong Kong students. These themes were (a) the structure of CBL, (b) the learning environment of Web-based CBL, (c) critical thinking and problem solving, (d) cultural influence on CBL learning experience, and (e) student-centered and teacher-centered learning.
The Web-based CBL approach was comparable but not superior to the traditional classroom CBL approach. The Web-based CBL experience of these students sheds light on the impact of Chinese culture on student learning behavior and preferences.
基于案例的学习（CBL）是一种提高学生学习和临床推理能力的有效教育方法。电子学习技术的进步支持了基于网络的CBL教学方法的发展，作为传统课堂教学方法的替代或补充。
本研究旨在考察香港学生在本科护理教育中使用传统课堂和基于网络的方法的CBL体验。从这些学生的自我学习能力、临床推理能力和学习满意度方面来考察这种体验。
采用定量和定性相结合的方法。招募了所有三年级本科护理专业学生。第一学期采用传统课堂方法进行CBL，第二学期采用基于网络的方法。在每个学期末使用自我报告问卷收集学生评价。在第二学期末进行了深入的焦点小组访谈。
122名学生返回了问卷。在自我学习能力（p = 0.947）、临床推理能力（p = 0.721）和满意度（p = 0.083）方面，面对面教学和基于网络的教学方法之间没有差异。焦点小组访谈结果补充了调查结果，揭示了五个反映香港学生CBL学习体验的主题。这些主题是：（a）CBL的结构，（b）基于网络的CBL的学习环境，（c）批判性思维和问题解决，（d）文化对CBL学习体验的影响，以及（e）以学生为中心和以教师为中心的学习。
基于网络的CBL方法与传统课堂CBL方法相当，但并不优于传统课堂CBL方法。这些学生基于网络的CBL体验揭示了中国文化对学生学习行为和偏好的影响。
