Practice of clinical competence-oriented CBL teaching for undergraduates in emergent and critical care nursing / 中华医学教育探索杂志

ABSTRACT

Objective:To evaluate the effectiveness and discuss the feasibility of clinical competence-oriented case-based learning (CBL) teaching for undergraduates in emergent and critical care nursing.Methods:120 undergraduates in emergent and critical care nursing were randomly divided into experimental group which received CBL and control group receiving traditional teaching. Students in the experimental group were divided into several sub-groups in accordance with student number. Each subgroup was led by one teacher and received clinical practice teaching by group unit. The traditional group adopted a traditional clinical practice teaching method, that is, one student was led by one teacher. Students in the two groups were evaluated systematically by theoretical examination, skill test and teaching satisfaction survey. The data was processed by SPSS 21.0 software.Results:Students in the experimental group had better performance in theoretical exam and clinical skill test [(92.5±3.0) vs. (85.3±3.3)] than those in the control group [(93.1±4.5) vs. (88.1±3.4)]. Moreover, students in the experimental group were more satisfied with teaching than those in the control group.Conclusion:The clinical competence-orientated CBL teaching is applicable for undergraduates in emergent and critical care nursing and could significantly promote the effect of teaching and the quality of students.