背景:基于案例的学习(CBL)是一种情境化的学习和教学方法,可促进主动和反思性学习,以发展批判性思维和解决问题的能力。然而,护理教育者在创建符合不同专业护理课程和学生需求的CBL环境方面有一些困难,包括制定相关案例和适当的CBL实施流程。
目的:总结案例设计,实施过程,以及它们与CBL有效性的关系。
方法:PubMed的电子数据库,Embase,WebofScience,CINAHL,中国国家知识基础设施(CNKI)和万方数据(中国数据库)从开始到2022年1月进行搜索。使用混合方法评估工具评估研究质量。然后进行定性综合以总结研究结果。
结果:系统混合研究综述包括21项定量研究,五项定性研究和两项混合方法研究。案例设计和实施过程是每个研究中不可缺少的部分,但是CBL在每个研究中的应用过程略有不同,基本上包括案例设计,准备,小组互动和探索,合作努力,教师总结,作业和教师反馈。这篇综述中有三个主题表明了CBL对学生的影响,即,知识,能力和态度。
结论:本综述分析了现有文献,并建议案例设计和CBL实施过程没有通用格式,但表明它们是每项研究不可或缺的一部分。这篇综述为护士教育者在护理理论课程中设计和实施CBL以提高CBL的有效性提供了概念性程序。
BACKGROUND: Case-based learning (CBL) is a contextualized learning and teaching method that can facilitate active and reflective learning to develop critical thinking and problem-solving skills. However, nursing educators have some difficulty in creating a CBL environment that matches the diverse professional nursing curriculum and students\' needs, including developing relevant cases and appropriate CBL implementation processes.
OBJECTIVE: To summarize the case design, implementation process, and their relationship with CBL effectiveness.
METHODS: Electronic databases of PubMed, Embase, Web of Science, CINAHL, China National Knowledge Infrastructure (CNKI) and Wanfang Data (a Chinese database) were searched from inception until January 2022. Study quality was assessed using the Mixed Methods Appraisal Tool. A qualitative synthesis was then conducted to summarize the study findings.
RESULTS: The systematic mixed studies
review included twenty-one quantitative studies, five qualitative studies and two mixed methods studies. The case design and implementation process were indispensable parts of each study, but the application process of CBL in each study was slightly different, basically including case design, preparation, small-group interaction and exploration, collaborative efforts, teacher summary, assignment and teacher feedback. There were three themes in this
review that indicate the effect of CBL on students, namely, knowledge, competence and attitude.
CONCLUSIONS: The present
review analyzes the available literature and suggests that there is no common format for the case design and CBL implementation process, but demonstrates that they are an indispensable part of each study. This
review provides conceptual procedures for nurse educators to design and implement CBL in nursing theoretical courses to improve the effectiveness of CBL.