The Effects of Case-Based Learning Using Video on Clinical Decision Making and Learning Motivation in Undergraduate Nursing Students.
10.4040/jkan.2010.40.6.863
- Author:
Moon Sook YOO
1
;
Jin Hee PARK
;
Si Ra LEE
Author Information
1. College of Nursing, Ajou University, Suwon, Korea. jhee@ajou.ac.kr
- Publication Type:Original Article ; Controlled Clinical Trial ; English Abstract
- Keywords:
Nursing education research;
Decision making;
Problem solving;
Motivation
- MeSH:
*Decision Making;
Education, Nursing, Baccalaureate;
Female;
Humans;
Male;
Motivation;
Problem-Based Learning;
Program Evaluation;
Questionnaires;
Students, Nursing/*psychology;
Videotape Recording;
Young Adult
- From:Journal of Korean Academy of Nursing
2010;40(6):863-871
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: The purpose of this study was to examine the effects of case-base learning (CBL) using video on clinical decision-making and learning motivation. METHODS: This research was conducted between June 2009 and April 2010 as a nonequivalent control group non-synchronized design. The study population was 44 third year nursing students who enrolled in a college of nursing, A University in Korea. The nursing students were divided into the CBL and the control group. The intervention was the CBL with three cases using video. The controls attended a traditional live lecture on the same topics. With questionnaires objective clinical decision-making, subjective clinical decision-making, and learning motivation were measured before the intervention, and 10 weeks after the intervention. RESULTS: Significant group differences were observed in clinical decision-making and learning motivation. The post-test scores of clinical decision-making in the CBL group were statistically higher than the control group. Learning motivation was also significantly higher in the CBL group than in the control group. CONCLUSION: These results indicate that CBL using video is effective in enhancing clinical decision-making and motivating students to learn by encouraging self-directed learning and creating more interest and curiosity in learning.
