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Enhancing clinical problem-solving skills in cardiology nursing interns: A randomized controlled study of case-based learning and task-driven learning

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Udgivet i:Nurse Education in Practice vol. 87 (Aug 2025), p. 104449-104455
Hovedforfatter: Liu, You-Hua
Andre forfattere: Zhang, Li, Zhang, Jing-jing, Sun, Xing, Wu, Li-Ping, Liu, Guang, Liu, Ming-Yuan
Udgivet:
Elsevier Limited
Fag:
Internships
Students
Teaching methods
Clinical training
Cardiology
Clinical skills
Medical education
Learning
Motivation
Academic achievement
Knowledge
Skill development
Critical thinking
Emergency medical care
Patient assessment
Nursing education
Application
Clinical medicine
Problem solving
Clinical trials
Skills
Friendship
Clinical nursing
Nurses
Education
Nursing
Ability
Satisfaction
Groups
Independent Study
Learning Motivation
Lecture Method
Anatomy
Leisure Time
Evaluative Thinking
Learner Engagement
Educational Strategies
Educational Quality
Minimum Competency Testing
Competence
Control Groups
Educational Methods
Internship Programs
Meta Analysis
Communication Skills
Clinical Teaching (Health Professions)
Outcomes of Education
Internal Medicine
Integrated Activities
Educational Needs
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Resumen:Aim To assess the effectiveness of integrating Case-Based Learning (CBL) with Task-Driven Learning (TDL) in the clinical education of nursing interns specializing in cardiology. Background Traditional lecture-based learning (LBL) may not adequately prepare nursing interns for clinical problem-solving in cardiovascular specialties. Combining CBL with TDL methodologies could potentially enhance theoretical understanding and practical application skills. Design A randomized controlled trial was conducted at Beijing Friendship Hospital, focusing on nursing interns in the cardiology department. Methods Nursing interns were randomly assigned to two groups: one group received a combination of Case-Based Learning (CBL) and Task-Driven Learning (TDL) (n = 220), while the other group underwent Lecture-Based Learning (LBL) (n = 218). The study was conducted from June 2021 to March 2024. Evaluation was based on examination scores, nursing round skills and an anonymous questionnaire survey. Results The CBL-TDL group engaged in more pre-class preparation and displayed significantly better post-internship theoretical knowledge (92.21 SD 5.73 vs 91.03 SD 4.43, P = 0.016) and ward round skills (means 90.99 SD 7.19 vs 86.62 SD 5.78, P < 0.001) than the LBL group. Higher satisfaction in the CBL-TDL group was noted across several educational aspects (P < 0.01), particularly in motivation to learn (OR 2.50, 95 %CI (1.80–3.45), P = 0.006) and practical skill (OR 2.40, 95 %CI (1.70–3.40), P = 0.002), although they reported less free time consumed. Conclusions The synergistic application of CBL and TDL methodologies enhances the theoretical understanding and practical application skills of nursing interns in cardiovascular specialties, suggesting a valuable pedagogical strategy for improving clinical problem-solving abilities.
ISSN:1471-5953
1873-5223
DOI:10.1016/j.nepr.2025.104449
Fuente:Sociology Database