Department of Nursing, Faculty of Nursing and Midwifery, Ilam University of Medical Sciences, Ilam, IR, Iran.
Non-Communicable Diseases Research Center, Bam University of Medical Sciences, Bam, Iran.
BMC Med Educ. 2023 Jan 21;23(1):48. doi: 10.1186/s12909-023-04028-3.
Case-based learning (CBL) is an effective teaching-learning strategy that provides a learning environment similar to actual practice. The aim of the present study was to determine the nursing student's satisfaction with two methods of CBL and lecture-based learning.
This descriptive observational study was conducted in 2019 in School of Nursing and Midwifery in Ilam. All 128 undergraduate nursing students in the 3rd, 4th, and 5th semesters of nursing were enrolled in the study to compare students' satisfaction with CBL and lecture-based learning. Data collection tools included a demographic information questionnaire and a researcher-made questionnaire consisting of 20 questions based on the Likert scale. Data analysis was performed using SPSS Statistics 22.
More than two thirds of the students (81.3%) found the CBL method was better than lectures. 60% of male students and 62% of female students stated that the CBL method increased their self-confidence compared to the traditional lecture-based learning (p < 0.03). Students were very satisfied with the CBL method (9.1 ± 1.1 out of 10). There was no significant relationship between gender-related features, and the mean score of students' satisfaction with the CBL method (p > 0.05). However, 4th semester students were more satisfied than other students (P = 0.02).
The results show that CBL, as a teaching-learning technique in specialized nursing courses, increases students' satisfaction and self-confidence compared to lecture.
基于案例的学习（CBL）是一种有效的教学策略，提供了类似于实际实践的学习环境。本研究的目的是确定护理学生对 CBL 和基于讲座的学习的满意度。
这是 2019 年在伊拉姆的护理与助产学校进行的描述性观察研究。共有 128 名护理专业的三、四、五年级本科学生参与了这项研究，以比较学生对 CBL 和基于讲座的学习的满意度。数据收集工具包括人口统计学信息问卷和研究者制作的问卷，该问卷由 20 个基于李克特量表的问题组成。使用 SPSS Statistics 22 进行数据分析。
超过三分之二的学生（81.3%）认为 CBL 方法比讲座更好。60%的男生和 62%的女生表示，与传统的基于讲座的学习相比，CBL 方法提高了他们的自信心（p<0.03）。学生对 CBL 方法非常满意（满分 10 分，得分为 9.1±1.1）。性别相关特征与学生对 CBL 方法满意度的平均得分之间没有显著关系（p>0.05）。然而，第四学期的学生比其他学生更满意（P=0.02）。
结果表明，与讲座相比，CBL 作为专业护理课程的教学方法，提高了学生的满意度和自信心。
