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Year : 2020  |  Volume : 21  |  Issue : 2  |  Page : 159-165

Impact of a Case-based–Team-based learning model on critical thinking and self-efficacy of nursing Undergraduates in China

1 Associate Professor, Department of Obstetrics, Gynecological and Pediatric Nursing, Nursing School of Yangzhou, China
2 Registered Nurse, Hemodialysis Unit of Huadong Hospital Affiliated Fudan University, China
3 Lecturer, School of Foreign Languages of Yangzhou University, China
4 Lecturer, Department of Chemistry and Medicine, Guangling College of Yangzhou University, China
5 M.M Candidate, Nursing School of Yangzhou University, China

Correspondence Address:
Dr. Yuexia Liao
Nursing College of Yangzhou University, No. 136 of Jiangyang Road, Yangzhou City, 225001, Jiangsu Province
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/IJCN.IJCN_51_20

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Different education systems or cultural backgrounds may influence the effectiveness of various educational approaches. The purpose of this article is to report the impact of an integrated case-based and team-based learning (CB-TBL) approach on critical thinking, self-efficacy and learning interesting of nursing undergraduates. We conducted quasi-experimental and qualitative study on 118 nursing undergraduates from 20 teams who were taking a course on nursing management from September 2017 to January 2018. The teams researched their assigned topics, identified a case study, carried out the investigation, created PowerPoint presentations, reported and discussed the topic and posted them on the course management system blackboard site. Data gathering was based on two valid and reliable questionnaires: Chinese version of the Critical Thinking Disposition Inventory (CTDI-CV) and the Self-efficacy Integrated Scale. Open-ended questions were also designed for the evaluation of students' feedbacks and views on educational methods. The results showed that more than 90% of participants found the CB-TBL model interesting. We found that the post-test average score was higher than the pre-test one in the CTDI-CV, the General Self-Efficacy Scale and the Academic Self-Efficacy Scale. The participants and teaching supervision team also responded positively to the CB-TBL approach, which greatly stimulated the students' learning interest. This article may be of value to nursing educators who wish to replace traditional learning with informal learning (student-centred active learning) so as to enhance not only the students' knowledge but also the advancement of critical thinking and self-efficacy.

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