The Effect of Case-based Learning (CBL) on Critical Thinking Disposition, Communication Ability, Problem Solving Ability and Self-directed Learning Ability of Nursing Students in Pathophysiology Course.
10.7586/jkbns.2016.18.3.176
- Author:
Min Hee LEE
1
;
Myung Sook PARK
Author Information
1. Department of Nursing, Konkuk University, Korea. parkms@kku.ac.kr
- Publication Type:Original Article
- Keywords:
Pathophysiology;
Case-based learning;
Nursing students
- MeSH:
Communication*;
Faculty, Nursing;
Hope;
Humans;
Learning*;
Non-Randomized Controlled Trials as Topic;
Nursing*;
Problem Solving*;
Students, Nursing*;
Thinking*
- From:Journal of Korean Biological Nursing Science
2016;18(3):176-184
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: This study is a quasi-experimental study to investigate the effect of case-based learning (CBL) on critical thinking disposition, communication ability, problem solving ability and self-directed learning ability of nursing students in a pathophysiology course. METHODS: The development of 3 CBL scenarios of pathophysiology were conducted by nursing faculties & clinical nurses before CBL began. Among the sophomore nursing students who were taking a pathophysiology course, the intervention group (n=43) was the nursing students who hope to participate in an extra-CBL program with usual pathophysiology lessons and the control group (n=36) was the nursing students who wanted to receive the usual pathophysiology lessons. The intervention group received additional CBL using 3 different scenarios for 1 hour per week during 4 weeks from May to June, 2016. Data were analyzed by a chi-square test, t-test and ANCOVA using SPSS WIN 18.0 RESULTS: The mean score of critical thinking disposition (F=11.60, p=.001), communication ability (F=4.24, p=.043), and self-directed learning ability (F=4.75, p=.032) were significantly higher in intervention group than those in control group. But there was no significant difference between the two groups in problem solving ability (F=1.59, p=.211). CONCLUSION: The application of a CBL program during a pathophysiology course was effective in improving the critical thinking disposition, and the self-directed learning ability of sophomore nursing students.
