Arab Farzaneh, Saeedi Maryam
MSc of Nursing, Nursing Department, Saveh University of Medical Sciences, Saveh, Iran.
Ph.D. of Nursing, Nursing Department, Saveh University of Medical Sciences, Saveh, Iran.
Heliyon. 2024 Jul 24;10(15):e35149. doi: 10.1016/j.heliyon.2024.e35149. eCollection 2024 Aug 15.
Nurses must have sufficient knowledge and skills in the field of medications and medication management. This study was designed to investigate the effect of the case-based learning (CBL) approach on the level of satisfaction and learning of nursing students.
This study was conducted using a randomized controlled trial on 70 Iranian third-semester nursing students during a pharmacology internship in 2023. After considering the inclusion criteria, the samples were entered into the study by census method and then they were placed in either the control (35 people) or intervention (35 people) groups by simple random method. Pharmacology training was done in the control group by the usual method (lectures by the instructor and conferences with students) and in the intervention group by the Kaddoura case-based learning method. Data collection tools included a demographic questionnaire, satisfaction of educational approach questionnaire, and exam scores before and after the internship. SPSS version 26 software was used for statistical analysis.
There was no statistically significant difference (P = 0.88) in the mean scores of the pharmacology pre-test in the control (10.54 ± 2.74) and intervention groups (10.6 ± 3.49) before the intervention. Also, there was no statistically significant difference (P = 0.19) between the pharmacology post-test scores in the control (17.7 ± 1.15) and intervention groups (18.07 ± 0.91). A comparison of pre-test and post-test scores in both control and intervention groups showed that the post-test scores in both groups increased significantly (P < 0.001). The results showed that the intervention group was significantly (P = 0.008) more satisfied with the learning method.
The case-based educational approach resulted in improved satisfaction among students in the pharmacology course. It is recommended to incorporate this learning method alongside traditional teaching methods, in nursing education, particularly in pharmacology instruction.
护士必须在药物及药物管理领域具备足够的知识和技能。本研究旨在调查基于案例的学习（CBL）方法对护理专业学生满意度和学习效果的影响。
本研究采用随机对照试验，于2023年对70名伊朗护理专业大三学生进行药理学实习期间开展。在考虑纳入标准后，样本通过普查法进入研究，然后通过简单随机法将他们分为对照组（35人）或干预组（35人）。对照组采用常规方法（由教师授课并与学生进行讨论）进行药理学培训，干预组采用卡杜拉基于案例的学习方法。数据收集工具包括人口统计学问卷、教育方法满意度问卷以及实习前后的考试成绩。使用SPSS 26版软件进行统计分析。
干预前，对照组（10.54±2.74）和干预组（10.6±3.49）药理学预测试的平均得分无统计学显著差异（P = 0.88）。此外，对照组（17.7±1.15）和干预组（18.07±0.91）药理学后测试得分之间也无统计学显著差异（P = 0.19）。对照组和干预组的预测试与后测试得分比较表明，两组的后测试得分均显著提高（P < 0.001）。结果显示，干预组对学习方法的满意度显著更高（P = 0.008）。
基于案例的教育方法提高了学生对药理学课程的满意度。建议在护理教育中，特别是在药理学教学中，将这种学习方法与传统教学方法结合使用。
