The Effects of Case-Based Learning (CBL) on Learning Motivation and Learning Satisfaction of Nursing Students in a Human Physiology Course.
10.7586/jkbns.2015.17.1.78
- Author:
Na Hyun KIM
1
;
Ji Yeon PARK
;
Sang Eun JUN
Author Information
1. Department of Nursing Science, Kyungsung University, Busan, Korea.
- Publication Type:Randomized Controlled Trial ; Original Article
- Keywords:
Case-based learning;
Learning motivation;
Learning satisfaction
- MeSH:
Humans;
Humans*;
Learning*;
Lectures;
Motivation*;
Nursing*;
Physiology*;
Students, Nursing*
- From:Journal of Korean Biological Nursing Science
2015;17(1):78-87
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: The purpose of this study was to investigate the effects of case-based learning (CBL) on learning motivation and learning satisfaction of nursing students in a human physiology course. METHODS: The development and application of CBL scenarios was conducted from February to June, 2013. Nursing students (n=142) who registered for a human physiology course were assigned into either a control or CLB group. The control group received traditional lectures for 14 weeks. The CBL group received the same 14-week lectures and an additional 5 CBL sessions. The learning motivation and satisfaction were measured by questionnaires at the beginning and the end of the semester. Seven students in the CBL group were randomly selected for a focus-group interview. Quantitative data were analyzed by chi2-test and t-test, and qualitative data were analyzed by content analysis. RESULTS: The learning motivation and learning satisfaction were not significantly different between the two groups. However, 59% of the CBL group answered with a positive impression on the CBL approach as it helped them to feel a sense of achievement, excitement, to form their identity as nursing students, and so on. CONCLUSION: These findings suggest that the CBL could be a challenging but useful learning method in a physiology course for nursing students. Further studies with guidance, such as instructors' questions and feedback design are needed to utilize CBL more effectively.
