EFFECT OF CASE BASED LEARNING VERSUS DEMONSTRATION AND RE-DEMONSTRATION ON NURSING STUDENTS' CLINICAL PERFORMANCE AND CRITICAL THINKING
Fatma Shoeib Ali - Lecturer of Critical Care and Emergency Nursing, Cairo University, Egypt
Shaimaa Mohamed Elhadary - Assistant Professor of Medical Surgical Nursing, Faculty of Nursing, Cairo University, Egypt
ABSTRACT
Nursing education and practice is expected to be compatible with the demands of the social environment, and it reflects one's thinking practice. Professional competence is contingent on the amount and complexity of knowledge acquired from a program of study. Because knowledge retention and clinical judgment constitute the core curriculum outcomes and the basis for safe and resourceful nursing practice, educators are prompted to stay abreast of the discipline's instructional strategies. Aim of the study: To evaluate the effect of case based learning versus demonstration and re-demonstration on nursing students' performance and critical thinking. Research Design: A Quazi-Experimental Control Group Study with a pretest and posttest design was used to achieve the aim of the current study. Research hypothesis: H(I): Students who exposed to case based learning will have higher mean scores of their performance than students who are exposed to demonstration and re-demonstration. H(2): Students who exposed to case based learning will have higher mean scores of their critical thinking skills than students who are exposed to demonstration and re-demonstration. Setting: The current study was conducted in a faculty of nursing affiliated to private university at Cairo, Egypt. Tools of data collection: (1) Self-Administered Questionnaire Tool: Concerned with data related to students’ personal characteristics as gender, age, and the current studying courses. (2) Objective Structured Clinical Examination (OSCE) test questions were utilized as a tool to assess the students' performance. (3) California Critical Thinking Skills Test Form B (CCTST). This tool was developed to measure students' critical thinking skills and it contains 34 multiple-choice questions. Sample A convenience sample of 100 nursing students (male and female), enrolled in Medical Surgical Nursing and critical care nursing of a baccalaureate nursing program. Results: A highly significant improvement in the CBL group in relation to their clinical performance when compared to the control group, while there was no statistically significant difference in critical thinking scores between the two groups. Conclusion: The findings of the present study suggest that the use of case based learning as an active learning and student centered method increase students' clinical performance level in a safe and controlled environment through objective structure laboratory stations. Recommendations: Nursing educators have to to adopt creative approaches to transform students into interactive participants. Also, Nurse Educators should be trained with respect to the philosophical background, theoretical base and practical usage of CBL.
