Liu You-Hua, Zhang Li, Zhang Jing-Jing, Sun Xing, Wu Li-Ping, Liu Guang, Liu Ming-Yuan
Nursing Department, Beijing Friendship Hospital, Capital Medical Univesity, Beijing 100050, China; Cardiovascular Center, Beijing Friendship Hospital, Capital Medical Univesity, Beijing 100050, China.
Department of Disease Surveillance, Center for Disease Control and Prevention, Central Theater Command, No.66 Heishitou Road, Beijing 100042, China.
Nurse Educ Pract. 2025 Aug;87:104449. doi: 10.1016/j.nepr.2025.104449. Epub 2025 Jul 3.
To assess the effectiveness of integrating Case-Based Learning (CBL) with Task-Driven Learning (TDL) in the clinical education of nursing interns specializing in cardiology.
Traditional lecture-based learning (LBL) may not adequately prepare nursing interns for clinical problem-solving in cardiovascular specialties. Combining CBL with TDL methodologies could potentially enhance theoretical understanding and practical application skills.
A randomized controlled trial was conducted at Beijing Friendship Hospital, focusing on nursing interns in the cardiology department.
Nursing interns were randomly assigned to two groups: one group received a combination of Case-Based Learning (CBL) and Task-Driven Learning (TDL) (n = 220), while the other group underwent Lecture-Based Learning (LBL) (n = 218). The study was conducted from June 2021 to March 2024. Evaluation was based on examination scores, nursing round skills and an anonymous questionnaire survey.
The CBL-TDL group engaged in more pre-class preparation and displayed significantly better post-internship theoretical knowledge (92.21 SD 5.73 vs 91.03 SD 4.43, P = 0.016) and ward round skills (means 90.99 SD 7.19 vs 86.62 SD 5.78, P < 0.001) than the LBL group. Higher satisfaction in the CBL-TDL group was noted across several educational aspects (P < 0.01), particularly in motivation to learn (OR 2.50, 95 %CI (1.80-3.45), P = 0.006) and practical skill (OR 2.40, 95 %CI (1.70-3.40), P = 0.002), although they reported less free time consumed.
The synergistic application of CBL and TDL methodologies enhances the theoretical understanding and practical application skills of nursing interns in cardiovascular specialties, suggesting a valuable pedagogical strategy for improving clinical problem-solving abilities.
评估基于案例学习（CBL）与任务驱动学习（TDL）相结合在心血管内科护理实习生临床教育中的有效性。
传统的基于讲座的学习（LBL）可能无法使护理实习生充分为心血管专科的临床问题解决做好准备。将CBL与TDL方法相结合可能会增强理论理解和实际应用技能。
在北京友谊医院进行了一项随机对照试验，重点关注心血管内科的护理实习生。
护理实习生被随机分为两组：一组接受基于案例学习（CBL）和任务驱动学习（TDL）相结合的方法（n = 220），而另一组接受基于讲座的学习（LBL）（n = 218）。该研究于2021年6月至2024年3月进行。评估基于考试成绩、护理查房技能和匿名问卷调查。
与LBL组相比，CBL-TDL组进行了更多的课前准备，并且实习后的理论知识（92.21±5.73 vs 91.03±4.43，P = 0.016）和查房技能（均值90.99±7.19 vs 86.62±5.78，P < 0.001）明显更好。CBL-TDL组在几个教育方面的满意度更高（P < 0.01），特别是在学习动机（OR 2.50，95%CI（1.80 - 3.45），P = 0.006）和实践技能（OR 2.40，95%CI（1.70 - 3.40），P = 0.002）方面，尽管他们报告消耗的自由时间较少。
CBL和TDL方法的协同应用增强了心血管专科护理实习生的理论理解和实际应用技能，表明这是提高临床问题解决能力的一种有价值的教学策略。
