Wang Wenjuan, Song Dan, Zhang Panpan, Mi Wan, Xu Wenli, Zhou Lihua
School of Nursing, Anhui Medical University, No. 81 Meishan Road, Shushan District, Hefei City, Anhui Province, 230032, P.R. China.
The First Affiliated Hospital of Anhui Medical University, No. 218 Jixi Road, Shushan District, Hefei City, Anhui Province, 230022, P.R. China.
BMC Nurs. 2025 Jun 5;24(1):643. doi: 10.1186/s12912-025-03303-6.
Deep learning is an important way for nursing undergraduates to develop professional skills. It is helpful for these students to successfully complete clinical practice and provide high-quality care. However, research focusing on deep learning in nursing undergraduates is scarce.
To develop an intervention program for deep learning using unfolding case-based learning (CBL) based on the CoI framework and to evaluate the effects of this intervention program among nursing undergraduates.
A sequential explanatory mixed methods design was used. The quantitative study was followed by a qualitative study, the results of which were used to better explain and understand the results of the quantitative study. From September 2023 to January 2024, 132 students participated in the study. The quantitative component consisted of pretest-posttest of students' deep learning and academic assessment scores. The qualitative component consisted of semistructured interviews with 12 students.
The quantitative results revealed that students' deep learning significantly improved during unfolding case-based learning (P < 0.05), the scores for which were greater than were those for students with traditional learning (P < 0.05). Students who applied blended teaching exhibited no significant change in deep learning (P > 0.05). The qualitative data analysis identified three themes: (1) gain and experience, (2) difficulties and challenges, and (3) individual career development.
Incorporating case-based training into a course helps enhance deep learning for students. In the future, consideration may be given to continuing targeted reforms in the integration of learning methods to help students enhance their career confidence and prepare to become professional nurses.
Not applicable.
深度学习是护理本科生培养专业技能的重要途径。它有助于这些学生成功完成临床实习并提供高质量护理。然而，针对护理本科生深度学习的研究较少。
基于兴趣投入框架，开发一种使用展开式案例教学法（CBL）进行深度学习的干预方案，并评估该干预方案在护理本科生中的效果。
采用序列解释性混合方法设计。先进行定量研究，再进行定性研究，定性研究结果用于更好地解释和理解定量研究结果。2023年9月至2024年1月，132名学生参与了该研究。定量部分包括学生深度学习和学业评估分数的前测与后测。定性部分包括对12名学生进行的半结构化访谈。
定量结果显示，在展开式案例教学法学习期间，学生的深度学习有显著提高（P < 0.05），其分数高于采用传统学习方法的学生（P < 0.05）。采用混合式教学的学生在深度学习方面无显著变化（P > 0.05）。定性数据分析确定了三个主题：（1）收获与体验，（2）困难与挑战，（3）个人职业发展。
将案例培训纳入课程有助于提高学生的深度学习。未来，可考虑继续对学习方法的整合进行有针对性的改革，以帮助学生增强职业信心并为成为专业护士做好准备。
不适用。
