Case‐based learning combined with science, technology, engineering and math (STEM) education concept to improve clinical thinking of undergraduate nursing students: A randomized experiment

AIMS: The present study was conducted to apply and examine case‐based learning (CBL) and Science, Technology, Engineering, and Math (STEM) education concept in the training of nursing student's clinical thinking. DESIGN: A randomized experimental design with non‐equivalent group pretest–posttes...

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Detalles Bibliográficos
Autores principales: Zhu, Xinhong, Xiong, Zhenfang, Zheng, Taoyun, Li, Lin, Zhang, Liuyi, Yang, Fen
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2020
Materias:
Research Articles
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7729541/
https://www.ncbi.nlm.nih.gov/pubmed/33318849
http://dx.doi.org/10.1002/nop2.642
Descripción
Sumario:AIMS: The present study was conducted to apply and examine case‐based learning (CBL) and Science, Technology, Engineering, and Math (STEM) education concept in the training of nursing student's clinical thinking. DESIGN: A randomized experimental design with non‐equivalent group pretest–posttest. METHODS: Participants were requested to participant in either of the two programmes: traditional education programme as a control group or CBL combined with STEM education concept (the STEM group). Questionnaires of critical thinking, self‐directed learning, self‐efficacy were administered before and after the experiment. RESULTS: Differences between the STEM group and control group were observed in critical thinking, self‐directed learning, self‐efficacy and career choice over one semester. Accordingly, CBL combined with STEM education concept enhanced the nursing student's clinical thinking.

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