Abstract：
OBJECTIVE: This prospective cohort study evaluated the effect of unfolding case-based learning on undergraduate nursing students\' self-perceived clinical decision-making ability.
METHODS: Students\' self-reported responses to Jenkins\'s Clinical Decision Making in Nursing Scale were compared between the unfolding case-based learning cohort (n=140) and the comparison cohort (n=126) at a school of nursing in the United States.
RESULTS: The results revealed similar students\' responses between the two study cohorts. However, unfolding case-based learning significantly increased students\' perceived proficiency in \"search for information and unbiased assimilation of new information\".
CONCLUSIONS: Findings from the present study highlight possibilities presented by unfolding case-based learning in undergraduate nursing education. The study supports that unfolding case studies can be introduced early on, and then nurtured throughout the undergraduate program to influence the development of nursing students\' clinical decision-making skills.
METHODS: Students\' self-reported responses to Jenkins\'s Clinical Decision Making in Nursing Scale were compared between the unfolding case-based learning cohort (n=140) and the comparison cohort (n=126) at a school of nursing in the United States.
RESULTS: The results revealed similar students\' responses between the two study cohorts. However, unfolding case-based learning significantly increased students\' perceived proficiency in \"search for information and unbiased assimilation of new information\".
CONCLUSIONS: Findings from the present study highlight possibilities presented by unfolding case-based learning in undergraduate nursing education. The study supports that unfolding case studies can be introduced early on, and then nurtured throughout the undergraduate program to influence the development of nursing students\' clinical decision-making skills.
摘要：
目的：这项前瞻性队列研究评估了展开基于案例的学习对本科护生自我感知临床决策能力的影响。
方法：学生对Jenkins护理量表的临床决策的自我报告反应在展开的基于案例的学习队列（n=140）和比较队列（n=126）之间进行了比较。
结果：结果显示两个研究队列中学生的反应相似。然而,展开基于案例的学习显着提高了学生对“搜索信息和对新信息的无偏见同化”的感知熟练程度。
结论：本研究的结果强调了在本科护理教育中展开基于案例的学习所带来的可能性。该研究支持可以在早期引入展开的案例研究，然后在整个本科课程中进行培养，以影响护理专业学生的临床决策技能的发展。
方法：学生对Jenkins护理量表的临床决策的自我报告反应在展开的基于案例的学习队列（n=140）和比较队列（n=126）之间进行了比较。
结果：结果显示两个研究队列中学生的反应相似。然而,展开基于案例的学习显着提高了学生对“搜索信息和对新信息的无偏见同化”的感知熟练程度。
结论：本研究的结果强调了在本科护理教育中展开基于案例的学习所带来的可能性。该研究支持可以在早期引入展开的案例研究，然后在整个本科课程中进行培养，以影响护理专业学生的临床决策技能的发展。
