Department of Fundamental Nursing, School of Nursing, Jilin University, Changchun 130021, Jilin Province, PR China.
Department of Histology & Embryology, College of Basic Medical Sciences, Jilin University, Changchun 130021, Jilin Province, PR China.
Nurse Educ Today. 2022 Jul;114:105395. doi: 10.1016/j.nedt.2022.105395. Epub 2022 May 9.
Evidence-based nursing (EBN) is a complex subject for teachers and students due to the abstract concepts involved. It requires combining theory with practice and is included in the major courses required for a master's education in many countries. Case-based learning (CBL), which is a student-centred teaching method, has been widely used in numerous disciplines because it can bridge the gap between theory and practice and foster critical thinking and communication skills. However, to adapt CBL to EBN coursework for a Master of Nursing degree, improve evidence-based practice (EBP) and enhance core competencies, the case design and operational procedures of CBL need to be further examined.
To explore nursing master's students' experiences of dialogic CBL and case design and operational procedures regarding dialogic CBL.
A descriptive-qualitative study design was used.
The study was carried out in the nursing master's programme at a university in China. Twenty first-year nursing master's students who completed a 10-week EBN course were recruited using purposive sampling.
Data were collected between September and December 2020 via in-depth semistructured interviews. The data were analysed using thematic analysis.
Four themes were identified: (1) 'learning theoretical EBN knowledge'; (2) 'improving clinical nursing ability'; (3) 'enhancing core competencies'; and (4) 'barriers to implementing dialogic CBL'.
The study provided a standardised CBL procedure based on students' experiences, which included preparation, group discussions, presentations, and teachers' feedback following the presentations, and these operational procedures were shown to be indispensable. The student experiences in this study should be referenced by nursing educators who apply this teaching method in other graduate and undergraduate nursing courses such as surgical nursing and nursing research.
由于涉及到抽象概念，循证护理（EBN）对于教师和学生来说是一个复杂的主题。它需要将理论与实践相结合，并且是许多国家硕士教育的必修课程之一。基于案例的学习（CBL）是一种以学生为中心的教学方法，由于它可以弥合理论与实践之间的差距，并培养批判性思维和沟通能力，因此已在许多学科中得到广泛应用。然而，为了将 CBL 应用于护理学硕士的 EBN 课程，以提高循证实践（EBP）和增强核心能力，需要进一步研究 CBL 的案例设计和操作程序。
探讨护理硕士研究生对对话式 CBL 以及对话式 CBL 的案例设计和操作程序的体验。
采用描述性定性研究设计。
该研究在中国一所大学的护理硕士课程中进行。采用目的抽样法招募了 20 名完成了 10 周 EBN 课程的一年级护理硕士研究生。
数据收集于 2020 年 9 月至 12 月期间，通过深入的半结构化访谈进行。使用主题分析对数据进行分析。
确定了四个主题：（1）“学习理论 EBN 知识”；（2）“提高临床护理能力”；（3）“增强核心能力”；和（4）“实施对话式 CBL 的障碍”。
本研究根据学生的经验提供了一种标准化的 CBL 程序，包括准备、小组讨论、演示以及演示后的教师反馈，这些操作程序是必不可少的。护理教育者在其他研究生和本科护理课程（如外科护理和护理研究）中应用这种教学方法时，可以参考本研究中的学生经验。
