Faculty of Nursing, Arab American University/ Palestine (AAUP), Palestine.
Faculty of Nursing, The University of Jordan-Aqaba Campus, Jordan.
Nurse Educ Pract. 2024 Jul;78:104015. doi: 10.1016/j.nepr.2024.104015. Epub 2024 Jun 3.
The unfolding case-study learning approach is a growing modernized learning strategy implemented in different health disciplines. However, there is a lack of existing research that examines the effects of unfolding case studies in advanced nursing courses.
To examine the impact of applying an unfolding case-study learning approach on critical care nursing students' knowledge, critical thinking, and self-efficacy.
This posttest-only, quasi-experimental study was conducted at XXX University in Palestine. A single-stage cluster sampling was used to assign nursing students enrolled in the critical care nursing course into experiment and conventional groups. The intervention group (n= 91) underwent unfolding case-study learning for selected cardiovascular topics, whereas the conventional group (n= 78) was taught using the traditional teaching methods. The posttest assessment was conducted using Knowledge Acquisition tests, Yoon`s Critical Thinking Disposition Instrument (YCTD), and the Self-Efficacy for Learning and Performance instruments. The Social Constructivist Theoretical Framework was integrated into the study.
Homogeneity was achieved between both groups concerning Age, Gender, and GPA. The experiment group scored significantly higher than the conventional group regarding the posttest knowledge acquisition tests (7.12 vs. 5.49, respectively, t=-12.7, P<0.001, CI: -1.89 to -1.38), critical thinking (4.32 vs. 3.63 respectively, t=17.390, p<0.001, CI: -77 to -61) and self-efficacy (6.12 vs. 4.4 respectively, t=-30.897, p<0.001, CI: -1.82 to -1.60). Multivariate analysis revealed that 69 % of the variations of posttest scores were influenced by critical thinking scores (Adjusted R Squared=0.690, F=3.47, P=0002, η2=0.969). Similarly, self-efficacy has been shown to contribute by 74 % to the variations of scores after conducting the study program (Adjusted R Squared=0.743, F=4.21, P=0001, η2=0.974). However, the variations of both critical thinking and self-efficacy scores were not significantly influenced by the contribution of knowledge acquisition (p=0.772 and 0.857, respectively) and students' GPA (p=0.305 and 0.956, respectively).
Irrespective of knowledge level and GPA, the unfolding case-study learning approach can enhance the critical thinking and self-efficacy of students enrolling in advanced nursing courses.
展开式案例学习方法是一种日益现代化的学习策略，已应用于不同的健康学科。然而，现有的研究缺乏关于在高级护理课程中应用展开式案例研究的效果的研究。
探讨应用展开式案例学习方法对重症监护护理学生知识、批判性思维和自我效能的影响。
本研究为单阶段整群随机对照试验，在巴勒斯坦 XXX 大学进行。采用单阶段整群抽样，将重症监护护理课程的护理学生分为实验组（n=91）和常规组（n=78）。实验组接受选定的心血管主题的展开式案例学习，而常规组采用传统教学方法进行教学。使用知识获取测试、Yoon 的批判性思维倾向量表（YCTD）和学习和表现自我效能量表对两组进行后测评估。社会建构理论框架被整合到研究中。
两组在年龄、性别和 GPA 方面达到了同质性。实验组在知识获取测试后测中的得分明显高于常规组（分别为 7.12 分和 5.49 分，t=-12.7，P<0.001，CI：-1.89 至-1.38）、批判性思维（分别为 4.32 分和 3.63 分，t=17.390，P<0.001，CI：-77 至-61）和自我效能（分别为 6.12 分和 4.4 分，t=-30.897，P<0.001，CI：-1.82 至-1.60）。多变量分析显示，批判性思维得分影响后测分数的 69%（调整后的 R 平方=0.690，F=3.47，P=0002，η2=0.969）。同样，自我效能在实施研究方案后对分数变化的贡献为 74%（调整后的 R 平方=0.743，F=4.21，P=0001，η2=0.974）。然而，批判性思维和自我效能得分的变化均不受知识获取（p=0.772 和 0.857）和学生 GPA（p=0.305 和 0.956）的影响。
无论知识水平和 GPA 如何，展开式案例学习方法都可以提高高级护理课程学生的批判性思维和自我效能。
