Content area
Aim
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.
Background
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.
Design
A randomized controlled trial was conducted at Beijing Friendship Hospital, focusing on nursing interns in the cardiology department.
Methods
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.
Results
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.
Conclusions
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.
Details
Independent Study;
Nursing Education;
Learning Motivation;
Lecture Method;
Academic Achievement;
Anatomy;
Leisure Time;
Evaluative Thinking;
Learner Engagement;
Educational Strategies;
Educational Quality;
Minimum Competency Testing;
Competence;
Control Groups;
Educational Methods;
Internship Programs;
Medical Education;
Meta Analysis;
Communication Skills;
Clinical Teaching (Health Professions);
Outcomes of Education;
Internal Medicine;
Integrated Activities;
Educational Needs
Students;
Teaching methods;
Clinical training;
Cardiology;
Clinical skills;
Medical education;
Learning;
Motivation;
Academic achievement;
Knowledge;
Skill development;
Critical thinking;
Emergency medical care;
Patient assessment;
Nursing education;
Application;
Clinical medicine;
Problem solving;
Clinical trials;
Skills;
Friendship;
Clinical nursing;
Nurses;
Education;
Nursing;
Ability;
Satisfaction;
Groups
1 Nursing Department, Beijing Friendship Hospital, Capital Medical Univesity, Beijing 100050, China, Cardiovascular Center, Beijing Friendship Hospital, Capital Medical Univesity, Beijing 100050, China
2 Department of Disease Surveillance, Center for Disease Control and Prevention, Central Theater Command, No.66 Heishitou Road, Beijing 100042, China
3 Department of Vascular Surgery, Beijing Friendship Hospital, Capital Medical Univesity, Beijing 100050, China, Beijing Institute of Vascular Surgery, Beijing 100050, China