Hong Shaohua, Yu Ping
Faculty of Nursing, Qianjiang College of Hangzhou Normal University Hangzhou, 310036, China.
School of Computing and Information Technology, University of Wollongong, Wollongong, NSW 2522, Australia.
Int J Nurs Stud. 2017 Mar;68:16-24. doi: 10.1016/j.ijnurstu.2016.12.008. Epub 2016 Dec 23.
To explore and compare the effectiveness of two styles of case-based learning methods, unfolding nursing case and usual nursing case, implemented in lectures for developing nursing students' critical thinking ability.
122 undergraduate nursing students in four classes were taught the subject of medical nursing for one year. Two classes were randomly assigned as the experimental group and the other two the control group. The experimental group received the lectures presenting unfolding nursing cases and the control group was taught the usual cases. Nineteen case-based lectures were provided in 8 months in two semesters to each group.
The two groups started with a similar level of critical thinking ability as tested by the instrument of Critical Thinking Disposition Inventory-Chinese version (CTDI-CV). After receiving 19 case-based learning lectures for 8 months, both groups of students significantly improved their critical thinking ability. The improvement in the experimental group was significantly higher than that in the control group (with the average total score of 303.77±15.24 vs. 288.34±13.94, p<0.05). The experimental group also had significantly better improvement in six out of seven dimensions whereas the control group showed improvement in only three out of seven dimensions of CTDI-CV.
The study suggests the feasibility of implementing case-based learning in lectures. Unfolding nursing cases appear to be significantly more effective than the usual nursing cases in developing undergraduate nursing students' critical thinking ability in the subject of medical nursing. Further research can implement the unfolding nursing cases in other nursing subjects.
探讨并比较两种基于案例的学习方法——情景式护理案例和常规护理案例，在培养护理专业学生批判性思维能力课程中的有效性。
选取四个班级的122名本科护理专业学生，教授其内科护理学课程一年。随机将两个班级分为实验组，另外两个班级为对照组。实验组接受情景式护理案例授课，对照组接受常规案例授课。两个学期的8个月内，每组均提供19节基于案例的课程。
通过中文版批判性思维倾向量表（CTDI-CV）测试，两组学生批判性思维能力初始水平相近。经过8个月的19节基于案例的学习课程后，两组学生的批判性思维能力均显著提高。实验组的提高幅度显著高于对照组（平均总分分别为303.77±15.24和288.34±13.94，p<0.05）。实验组在CTDI-CV七个维度中的六个维度上的提高也显著优于对照组，而对照组仅在七个维度中的三个维度上有所提高。
该研究表明在课程中实施基于案例的学习具有可行性。在培养本科护理专业学生内科护理学批判性思维能力方面，情景式护理案例似乎比常规护理案例显著更有效。进一步的研究可以在其他护理学科中实施情景式护理案例。
