The Effects of Case-Based Learning on Nursing Students’ Knowledge Retention

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วิจิตรา กุสุมภ์
อรุณี เฮงยศมาก



            A quasi experimental research aimed to evaluate the effects of case-based learning (CBL) on knowledge, retention, and satisfactions among baccalaureate nursing students. A simple random sampling (n 60) was randomly assigned to experimental group (n 30) and control group (n 30). The experimental group was taught by CBL method. The control group was taught by lecture or traditional method. The research tools consisted of 1) two lesson plans of CBL and traditional method, 2) three sets of knowledge tests for pre-test, post -test and knowledge retention 3) satisfaction test. Each test was examined for reliability and validity by three experts. The tools of teaching plan using inter-rater reliability 0.84, pre-test, post-test, knowledge, and retention test by using test analyzing were p .21 to.80, r greater than 0.21, the test of satisfaction by using α Cronbach 0.89. Descriptive statistic, repeated measures ANOVA and independent t-test were used to analyzed the data. The results found that not only experimental group but also control group among 3 phases with pre-test, post-test and were significantly different (p<.001), and using Bonferroni test found that post-test and retention knowledge higher than pre-test, those were significantly different (p<.05).However, post-test higher than knowledge retention that were significantly different (p<.05). Regarding comparison post-test between experimental group and control group found that the experimental group knowledge higher than the control group, that were significantly different (p<.001). In addition, knowledge retention of experimental group was higher than control group, different significantly (p <.001). Therefore, the experimental group was satisfied to teach by CBL, overall at highest level. The highest satisfaction is explanation practice of test and pre-posttest, the lowest level is time consuming. In conclusion, the findings CBL method has receiving attention in nursing education as it is student-center and effectiveness in their knowledge, knowledge retention, and high satisfaction. That should be used in nursing education and other health care professionals.


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