Koto-Shimada Kyoko, Carandang Rogie Royce, Shibanuma Akira, Kiriya Junko, Ong Ken Ing Cherng, Touch Sokneang, Koy Virya, Jimba Masamine
Department of Community and Global Health, School of International Health, Graduate School of Medicine, The University of Tokyo, 7-3-1 Hongo, Bunkyoku, Tokyo, 113-0033, Japan.
Department of Public Health Sciences, University of Connecticut School of Medicine, 263 Farmington Avenue, Farmington, Storrs, Connecticut, 06030-6325, USA.
BMC Nurs. 2023 Aug 11;22(1):265. doi: 10.1186/s12912-023-01420-8.
In the last decade, nursing education has begun to reform to competency-based education worldwide, including in low-and middle-income countries. Case-Based Learning (CBL), an approach to delivering competency-based education, contributes to acquiring critical thinking competency, problem-solving, higher knowledge, professional value and attitude. However, it needs to be taught in a culturally appropriate manner. In Cambodia, CBL was initiated in a classroom and clinical practicum by faculty and preceptors who graduated from the upgrading course. This study examined the factors associated with the competency level of nursing students, explored the practice and perceptions of teaching-learning activities among students, faculty members and preceptors and assessed the coherence of qualitative and quantitative findings.
This was a convergent, mixed methods study. Data were collected from eight educational institutions for quantitative and qualitative studies and seven hospitals for qualitative studies. From June to September 2019, a cross-sectional survey of nursing students in the third year of the three-year programme (n = 719), eight focus group discussions (FGDs; n = 55) with 6-8 members and 15 FGDs with faculty (n = 38) and clinical preceptors (n = 37) with 4-7 members were conducted to elicit the teaching-learning experience and perceptions. Multiple linear regression was performed to investigate the factors associated with student competency. Moreover, the study conducted thematic content analysis on the qualitative data. The integrated analysis was presented as side-by-side joint displays.
First, the quantitative and qualitative findings confirmed each other 's CBL learning experiences. Students had higher levels of nursing competencies if they had CBL experiences, both in the classroom and clinical practicum, both in a group manner. Next, the quantitative and qualitative findings complemented students' academic satisfaction with the teaching by faculty members and preceptors. Finally, the quantitative and qualitative findings were expanded to explain students' academic satisfaction with the programme.
The finding of CBL experiences in a group and students' satisfaction with faculty members' and preceptors' teaching improved nursing students' competency development. Meanwhile, students' satisfaction with the design and delivery of the educational programme provides implications for policy level to narrow the theory and practice gaps in low- and middle-income countries.
在过去十年中，全球范围内的护理教育已开始向基于能力的教育改革，包括在低收入和中等收入国家。基于案例的学习（CBL）是一种提供基于能力教育的方法，有助于培养批判性思维能力、解决问题的能力、更高的知识水平、专业价值观和态度。然而，需要以适合文化背景的方式进行教学。在柬埔寨，CBL由参加过升级课程的教师和带教老师在课堂和临床实习中开展。本研究调查了与护理专业学生能力水平相关的因素，探讨了学生、教师和带教老师对教学活动的实践和看法，并评估了定性和定量研究结果的一致性。
这是一项收敛性混合方法研究。从八所教育机构收集数据用于定量和定性研究，从七家医院收集数据用于定性研究。2019年6月至9月，对三年制课程三年级的护理专业学生（n = 719）进行了横断面调查，与6 - 8名成员进行了八次焦点小组讨论（FGD；n = 55），与4 - 7名成员的教师（n = 38）和临床带教老师（n = 37）进行了15次焦点小组讨论，以了解教学经验和看法。进行多元线性回归以调查与学生能力相关的因素。此外，该研究对定性数据进行了主题内容分析。综合分析以并排联合展示的形式呈现。
首先，定量和定性研究结果相互印证了CBL学习经历。如果学生在课堂和临床实习中都有CBL经历，且都是以小组形式进行，他们的护理能力水平会更高。其次，定量和定性研究结果补充了学生对教师和带教老师教学的学术满意度。最后，定量和定性研究结果得到扩展，以解释学生对该课程的学术满意度。
小组形式的CBL经历以及学生对教师和带教老师教学的满意度的研究结果促进了护理专业学生能力的发展。同时，学生对教育课程设计和实施的满意度为政策层面缩小低收入和中等收入国家理论与实践差距提供了启示。
