Case‐based learning combined with science, technology, engineering and math (STEM) education concept to improve clinical thinking of undergraduate nursing students: A randomized experiment

Abstract

Aims The present study was conducted to apply and examine case‐based learning (CBL) and Science, Technology, Engineering, and Math (STEM) education concept in the training of nursing student's clinical thinking. Design A randomized experimental design with non‐equivalent group pretest–posttest. Methods Participants were requested to participant in either of the two programmes: traditional education programme as a control group or CBL combined with STEM education concept (the STEM group). Questionnaires of critical thinking, self‐directed learning, self‐efficacy were administered before and after the experiment. Results Differences between the STEM group and control group were observed in critical thinking, self‐directed learning, self‐efficacy and career choice over one semester. Accordingly, CBL combined with STEM education concept enhanced the nursing student's clinical thinking.

Association of learning environment and self-directed learning ability among nursing undergraduates: a cross-sectional study using canonical correlation analysis

“…55 Zhu et al changed the nursing education environment using a case teaching method and fully mobilised students' interest in autonomous learning. 56 Therefore, teachers should constantly explore new education and teaching methods (such as flipped classroom, seminar and problem-based learning) to stimulate nursing students' learning enthusiasm and promote them to adopt in-depth learning methods, so as to achieve the purpose of ability training. 57 When nursing undergraduates who have a high thirst for knowledge and actively participate in classroom Open access teaching encounter difficulties in the learning process, they will acquire knowledge through communication and exchange with classmates and teachers, reflecting their good learning and cooperation abilities.…”

“…To actively participate in classroom teaching and master the knowledge points of learning, students consciously engage in preclass and postclass reviews, which can improve their self-management ability 55. Zhu et al changed the nursing education environment using a case teaching method and fully mobilised students’ interest in autonomous learning 56. Therefore, teachers should constantly explore new education and teaching methods (such as flipped classroom, seminar and problem-based learning) to stimulate nursing students’ learning enthusiasm and promote them to adopt in-depth learning methods, so as to achieve the purpose of ability training 57…”

Student standardized patients versus occupational standardized patients for improving clinical competency among TCM medical students: a 3-year prospective randomized study

“…To investigate students’ attitudes and perceptions toward the curriculum training, anonymous post-training and post-exam surveys were initiated. The project team developed post-training survey questionnaires using a 4- or 5-point Likert scale based on previously published tools [ 15 , 20 − 21 ] Post-training questionnaire comprised 15 items, including “Enhance the quality of medical record”, “Improve TCM thinking ability” and “Satisfy with the teaching effectiveness of the course.” The post-exam questionnaire comprised 5 items, including “Your test performance achieves fidelity rate of your usual performance?”, “Do you think the scenario preparation in examination is authentic?”…”

“…At present, teaching modes, including didactic sessions, problem-based learning, and manikin-based skill practice dominate TCM universities in China. These lead to the problems of low enthusiasm and self-directed awareness in learning among the students [ 15 ]. Apprenticed approach and bedside teaching of TCM synchronizes the classroom with practice but the model is monotonous (students are more like “visitors” than “participants”) and has no effective evaluation mechanisms.…”

Effect of introducing Enquiry-based learning in a traditional Chinese medicine nursing course on postgraduate learning: a mixed-methods study

“…Postgraduates in this program were highly satis ed across all dimensions with EBL as a method of selfdirected learning. According to the EBL feedback form, while students expressed a high level of acceptance of this approach, they also expressed in Item 8 the potential shortcomings of independent learning, namely, the independent learning environment may have left them without adequate discussion of the cases in question [30]. This is why classroom organization is so important in EBL, and teachers need to know how to fully exploit the value each student gains from independent research and brainstorming.…”