Effects of case-based learning on communication skills, problem-solving ability, and learning motivation in nursing students

2014 ◽  
Vol 17 (2) ◽  
pp. 166-172 ◽  
Author(s):  
Moon-Sook Yoo ◽  
Hyung-Ran Park
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Communication Skills ◽  
Learning Motivation ◽  
Case Based Learning ◽  
Case Based

Effects of multiepisode case-based learning (CBL) on problem-solving ability and learning motivation of nursing students in an emergency care course

2021 ◽  
Vol 37 (3) ◽  
pp. 612-619
Author(s):  
Mohammad Gholami ◽  
Farahnaz Changaee ◽  
Kimia Karami ◽  
Zahra Shahsavaripour ◽  
Atefeh Veiskaramian ◽  
...  
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Emergency Care ◽  
Learning Motivation ◽  
Case Based Learning ◽  
Care Course ◽  
Case Based

scholarly journals Design, Implementation and Evaluation of Student-centric learning in Physiology

2021 ◽  
Vol 10 (1) ◽  
pp. 12-12
Author(s):  
Shivayogappa. S. Teli ◽  
M. Senthilvelou ◽  
K. Soundariya ◽  
Deepika Velusami ◽  
Senthamil selvi. K ◽  
...  
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Active Role ◽  
Future Application ◽  
Case Based Learning ◽  
Faculty Feedback ◽  
Case Based

Background: The quality of teaching and learning in health education determines the competency of doctors produced and ultimately the patient care. Realizing the necessity of active learning at the undergraduate level, curricular reforms are crucial to ensure that students play an active role in their learning process and absorb the prerequisite qualities of a competent health professional. The current study aimed to implement and evaluate case-based learning in a physiology curriculum. Methods: The study included 150 first-year MBBS students using a mixed methods research design. A short lecture on anemia was followed by two sessions of case-based learning with a gap of one week. A structured questionnaire usinga 5-point Likert scale was used to collect students’ perceptions. The internal consistency of the questionnaire had a Cronbach’s alpha of 0.8. Faculty feedback was collected using a Focus Group Discussion. Results: Of 145 participants, 117 provided feedback. Students perceived that the case-based learning method promoted meaningful learning (83%); helped in the future application of knowledge (81%);helped to understand physiology concepts better (72%); improved studentteacher relationships (72%); was effective in understanding the anemia topic (71%); led to the development of problem-solving abilities (70%); encouraged teamwork (69%); motivated selfdirected learning (66%); and improved communication skills (65%). Faculty members suggested developing an assessment plan for future case-based learning sessions. Conclusion: According to student and faculty feedback, case-based learning is an effective, active teaching-learning tool that improves students’ understanding of basic concepts, clinical knowledge, problem-solving abilities, teamwork, communication skills, student-teacher relationship, and self-directed learning.

scholarly journals The effect of case-based learning based on flipped learning for nursing students

2021 ◽  
Vol 27 (2) ◽  
pp. 107-116
Author(s):  
Min Hee Lee ◽  
Myung Sook Park
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Control Group ◽  
Flipped Learning ◽  
Self Directed Learning ◽  
Case Based Learning ◽  
Directed Learning ◽  
Thinking Disposition ◽  
Experimental Group ◽  
Case Based

Purpose: The purpose of this study was to identify the effects of case-based learning based on flipped learning in a pathophysiology course for nursing students. Methods: Participants were sophomore nursing students enrolled in a pathophysiology course. The experimental group (n=42) received the case-based learning in class after similar case-based learning in a pre-class based on flipped learning, while the control group (n=39) received the usual flipped learning. Data were analyzed by χ2-test, independent t-test, and ANCOVA using SPSS WIN 21.0. Results: There were significant differences in self-directed learning ability (F=10.93, p=.001), self-efficacy (F=5.45, p=.022), problem-solving ability (F=6.11, p=.016), and critical thinking disposition (F=6.76, p=.011) between the experimental group and the control group. Conclusion: The application of case-based learning based on flipped learning in a pathophysiology course for nursing students was effective in improving problem-solving and self-directed learning abilities, self-efficacy, and the critical thinking disposition of sophomore nursing students.

Comparison of student perception and performance between case-based learning and lecture-based learning in a clinical laboratory immunology course

2016 ◽  
Vol 40 (4) ◽  
Author(s):  
Xingming Ma ◽  
Yanping Luo ◽  
Jingqiu Wang ◽  
Lifeng Zhang ◽  
Yaling Liang ◽  
...  
Keyword(s):  
Problem Solving ◽  
Clinical Laboratory ◽  
Teaching Method ◽  
Clinical Problem ◽  
Learning Motivation ◽  
Educational Method ◽  
Problem Solving Skills ◽  
Clinical Problem Solving ◽  
Case Based Learning ◽  
Case Based

AbstractBackground:Case-based learning (CBL), an educational method of problem-based learning, provides students with a venue to relate content learned in the classroom to performance in professional practice. This study compared CBL in the teaching of a clinical laboratory immunology (CLI) course to lecture-based learning (LBL), and evaluated the effect on students regarding the CBL.Methods:Data were collected from senior students (n=85; 46% males, 54% females) at Lanzhou University in China. The students were divided into two groups, one group was offered CBL, while the other LBL as a teaching instrument. After intervention, perceptions of both the groups about their respective teaching method were evaluated using questionnaires, the resulting scores were compared to those obtained in the LBL group.Results:The CBL group showed significantly better scores in course examination (p<0.05) as compared to the LBL group. Seventy-seven (90.6%) students in the CBL group opined that CBL improved their learning and clinical problem-solving skills. CBL also provided them with better understanding (90.6%) and preparation for examinations (90.6%). CBL group improved markedly in comparison to the LBL group with regard to learning motivation (p=0.040), clinical reasoning ability (p=0.023) and clinical problem-solving ability (p=0.022).Conclusions:Our findings demonstrate that CBL is a more effective teaching strategy as compared to LBL in a CLI course. Consequently, the implementation of CBL in teaching a CLI course helps students to improve their learning motivation, problem solving abilities and mastery of knowledge.

scholarly journals Asynchronous Online Discussions During Case-Based Learning: A Problem-Solving Process

2020 ◽  
Vol 24 (4) ◽  
Author(s):  
Adrie A Koehler ◽  
Zui Cheng ◽  
Holly Fiock ◽  
Shamila Janakiraman ◽  
Huanhuan Wang
Keyword(s):  
Problem Solving ◽  
Online Discussions ◽  
Future Research ◽  
Case Based Learning ◽  
Multiple Case ◽  
Asynchronous Online Discussions ◽  
Expected Benefits ◽  
Problem Solving Process ◽  
Case Based

Asynchronous discussions are typically considered an essential aspect of online case-based learning. While instructors implement discussions to support a variety of instructional purposes during case-based learning (e.g., facilitate students’ sense making, prompt the consideration of diverse perspectives, debate complex topics), whether students receive the expected benefits is unclear, and little research has considered how students intentionally participate in discussions to support their learning during case-based learning. At the same time, students’ participation in asynchronous online discussions represents a complex endeavor. That is, students must make several decisions regarding how to effectively participate, while simultaneously experiencing several challenges. The purpose of this exploratory multiple-case study was to consider the experiences of six graduate students participating in asynchronous online discussions as a part of a case-based course. By analyzing these experiences, we were able to conceptualize students’ navigation of an asynchronous online discussion as a problem-solving process and consider individual problem-solving approaches. Results indicate that students relied primarily on instructors to determine the purpose of their discussion participation, expressed differing levels of value for participating in discussions, adopted a variety of strategies to meet discussion participation goals, and assessed their participation efforts mainly based on guidelines set by the instructor. We offer suggestions for effectively designing and facilitating asynchronous online discussions and discuss areas needing future research.

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