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Case-Based Learning and Simulation: Useful Tools to Enhance Nurses' Education? Nonrandomized Controlled Trial
Purpose To compare skills acquired by undergraduate nursing students enrolled in a medical‐surgical course. To compare skills demonstrated by students with no previous clinical practice (undergraduates) and nurses with clinical experience enrolled in continuing professional education (CPE). Design I...
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| Published in: | Journal of nursing scholarship 2015-01, Vol.47 (1), p.34-42 |
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| container_end_page | 42 |
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| container_title | Journal of nursing scholarship |
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| creator | Raurell-Torredà, Marta Olivet-Pujol, Josep Romero-Collado, Àngel Malagon-Aguilera, Maria Carmen Patiño-Masó, Josefina Baltasar-Bagué, Alícia |
| description | Purpose
To compare skills acquired by undergraduate nursing students enrolled in a medical‐surgical course. To compare skills demonstrated by students with no previous clinical practice (undergraduates) and nurses with clinical experience enrolled in continuing professional education (CPE).
Design
In a nonrandomized clinical trial, 101 undergraduates enrolled in the “Adult Patients 1” course were assigned to the traditional lecture and discussion (n = 66) or lecture and discussion plus case‐based learning (n = 35) arm of the study; 59 CPE nurses constituted a comparison group to assess the effects of previous clinical experience on learning outcomes.
Methods
Scores on an objective structured clinical examination (OSCE), using a human patient simulator and cases validated by the National League for Nursing, were compared for the undergraduate control and intervention groups, and for CPE nurses (Student's t test).
Findings
Controls scored lower than the intervention group on patient assessment (6.3 ± 2.3 vs 7.5 ± 1.4, p = .04, mean difference, ‐1.2 [95% confidence interval (CI) ‐2.4 to ‐0.03]) but the intervention group did not differ from CPE nurses (7.5 ± 1.4 vs 8.8 ± 1.5, p = .06, mean difference, ‐1.3 [95% CI ‐2.6 to 0.04]). The CPE nurses committed more “rules‐based errors” than did undergraduates, specifically patient identifications (77.2% vs 55%, p = .7) and checking allergies before administering medication (68.2% vs 60%, p = .1).
Conclusions
The intervention group developed better patient assessment skills than the control group. Case‐based learning helps to standardize the process, which can contribute to quality and consistency in practice: It is essential to correctly identify a problem in order to treat it. Clinical experience of CPE nurses was not associated with better adherence to safety protocols.
Clinical Relevance
Case‐based learning improves the patient assessment skills of undergraduate nursing students, thereby preparing them for clinical practice. |
| doi_str_mv | 10.1111/jnu.12113 |
| format | article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_1645782617</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>1645782617</sourcerecordid><originalsourceid>FETCH-LOGICAL-c4573-60c3692c15547b83c867d7ebc84b14e486ff0ee87bdcda83d8d296bca12f37963</originalsourceid><addsrcrecordid>eNp1kc1vFCEYh4nR2Lp68B8wJB7Uw7QwfM30YnSz_XKzHtyNiRfCMIyyMlBhiLZ_vWy37cFEDvAent8DvC8ALzE6wmUdb30-wjXG5BE4xIyKiiHePt7Vtag4o_wAPEtpixDiWJCn4KBmhHJSt4dgnKtkqo9l6-HSqOit_w6V7-EXO2anJhv8CdwkM2QH1yG4BKcAF_6H8trAVY7JpDdw0Wd9i76Hq-BjiYfR3hTjPPgpBudKuY5WuefgyaBcMi_uzhnYnC7W8_Nq-fnsYv5hWWnKBKk40oS3tcasfKZriG646IXpdEM7TA1t-DAgYxrR9bpXDembvm55pxWuByJaTmbg7d57FcOvbNIkR5u0cU55E3KSmJd7mnrXjRl4_Q-6DTn68rpCMcQoZXwnfLendAwpRTPIq2hHFa8lRnI3A1lmIG9nUNhXd8bcjaZ_IO-bXoDjPfDbOnP9f5O8XG3uldU-YdNk_jwkVPwpuSCCya-rM7lefmvpp0suKfkLiiie8w</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1650544566</pqid></control><display><type>article</type><title>Case-Based Learning and Simulation: Useful Tools to Enhance Nurses' Education? Nonrandomized Controlled Trial</title><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><source>Social Science Premium Collection</source><source>Wiley-Blackwell Read & Publish Collection</source><source>Sociology Collection</source><creator>Raurell-Torredà, Marta ; Olivet-Pujol, Josep ; Romero-Collado, Àngel ; Malagon-Aguilera, Maria Carmen ; Patiño-Masó, Josefina ; Baltasar-Bagué, Alícia</creator><creatorcontrib>Raurell-Torredà, Marta ; Olivet-Pujol, Josep ; Romero-Collado, Àngel ; Malagon-Aguilera, Maria Carmen ; Patiño-Masó, Josefina ; Baltasar-Bagué, Alícia</creatorcontrib><description>Purpose
To compare skills acquired by undergraduate nursing students enrolled in a medical‐surgical course. To compare skills demonstrated by students with no previous clinical practice (undergraduates) and nurses with clinical experience enrolled in continuing professional education (CPE).
Design
In a nonrandomized clinical trial, 101 undergraduates enrolled in the “Adult Patients 1” course were assigned to the traditional lecture and discussion (n = 66) or lecture and discussion plus case‐based learning (n = 35) arm of the study; 59 CPE nurses constituted a comparison group to assess the effects of previous clinical experience on learning outcomes.
Methods
Scores on an objective structured clinical examination (OSCE), using a human patient simulator and cases validated by the National League for Nursing, were compared for the undergraduate control and intervention groups, and for CPE nurses (Student's t test).
Findings
Controls scored lower than the intervention group on patient assessment (6.3 ± 2.3 vs 7.5 ± 1.4, p = .04, mean difference, ‐1.2 [95% confidence interval (CI) ‐2.4 to ‐0.03]) but the intervention group did not differ from CPE nurses (7.5 ± 1.4 vs 8.8 ± 1.5, p = .06, mean difference, ‐1.3 [95% CI ‐2.6 to 0.04]). The CPE nurses committed more “rules‐based errors” than did undergraduates, specifically patient identifications (77.2% vs 55%, p = .7) and checking allergies before administering medication (68.2% vs 60%, p = .1).
Conclusions
The intervention group developed better patient assessment skills than the control group. Case‐based learning helps to standardize the process, which can contribute to quality and consistency in practice: It is essential to correctly identify a problem in order to treat it. Clinical experience of CPE nurses was not associated with better adherence to safety protocols.
Clinical Relevance
Case‐based learning improves the patient assessment skills of undergraduate nursing students, thereby preparing them for clinical practice.</description><identifier>ISSN: 1527-6546</identifier><identifier>EISSN: 1547-5069</identifier><identifier>DOI: 10.1111/jnu.12113</identifier><identifier>PMID: 25346329</identifier><identifier>CODEN: IMNSEP</identifier><language>eng</language><publisher>United States: Blackwell Publishing Ltd</publisher><subject>Adult ; Assessment ; case method ; case study ; case-based learning ; Clinical Competence ; Education, Nursing, Baccalaureate - methods ; Education, Nursing, Continuing ; Educational Measurement - statistics & numerical data ; Female ; Humans ; Male ; nontechnical skills ; nurse education ; Nursing ; Nursing Assessment ; Nursing Education Research ; Nursing Evaluation Research ; Nursing Methodology Research ; Nursing Staff - education ; Nursing Staff - statistics & numerical data ; nursing students ; objective structured clinical examination ; Patient Simulation ; Perioperative Nursing - education ; Problem-Based Learning ; simulation ; Students, Nursing - psychology ; Students, Nursing - statistics & numerical data ; Young Adult</subject><ispartof>Journal of nursing scholarship, 2015-01, Vol.47 (1), p.34-42</ispartof><rights>2014 Sigma Theta Tau International</rights><rights>2014 Sigma Theta Tau International.</rights><rights>Copyright Blackwell Publishing Ltd. Jan 2015</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4573-60c3692c15547b83c867d7ebc84b14e486ff0ee87bdcda83d8d296bca12f37963</citedby><cites>FETCH-LOGICAL-c4573-60c3692c15547b83c867d7ebc84b14e486ff0ee87bdcda83d8d296bca12f37963</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/1650544566/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/1650544566?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,780,784,12844,21392,21393,27922,27923,30997,33609,33610,34528,34529,43731,44113,73991,74409</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/25346329$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Raurell-Torredà, Marta</creatorcontrib><creatorcontrib>Olivet-Pujol, Josep</creatorcontrib><creatorcontrib>Romero-Collado, Àngel</creatorcontrib><creatorcontrib>Malagon-Aguilera, Maria Carmen</creatorcontrib><creatorcontrib>Patiño-Masó, Josefina</creatorcontrib><creatorcontrib>Baltasar-Bagué, Alícia</creatorcontrib><title>Case-Based Learning and Simulation: Useful Tools to Enhance Nurses' Education? Nonrandomized Controlled Trial</title><title>Journal of nursing scholarship</title><addtitle>Journal of Nursing Scholarship</addtitle><description>Purpose
To compare skills acquired by undergraduate nursing students enrolled in a medical‐surgical course. To compare skills demonstrated by students with no previous clinical practice (undergraduates) and nurses with clinical experience enrolled in continuing professional education (CPE).
Design
In a nonrandomized clinical trial, 101 undergraduates enrolled in the “Adult Patients 1” course were assigned to the traditional lecture and discussion (n = 66) or lecture and discussion plus case‐based learning (n = 35) arm of the study; 59 CPE nurses constituted a comparison group to assess the effects of previous clinical experience on learning outcomes.
Methods
Scores on an objective structured clinical examination (OSCE), using a human patient simulator and cases validated by the National League for Nursing, were compared for the undergraduate control and intervention groups, and for CPE nurses (Student's t test).
Findings
Controls scored lower than the intervention group on patient assessment (6.3 ± 2.3 vs 7.5 ± 1.4, p = .04, mean difference, ‐1.2 [95% confidence interval (CI) ‐2.4 to ‐0.03]) but the intervention group did not differ from CPE nurses (7.5 ± 1.4 vs 8.8 ± 1.5, p = .06, mean difference, ‐1.3 [95% CI ‐2.6 to 0.04]). The CPE nurses committed more “rules‐based errors” than did undergraduates, specifically patient identifications (77.2% vs 55%, p = .7) and checking allergies before administering medication (68.2% vs 60%, p = .1).
Conclusions
The intervention group developed better patient assessment skills than the control group. Case‐based learning helps to standardize the process, which can contribute to quality and consistency in practice: It is essential to correctly identify a problem in order to treat it. Clinical experience of CPE nurses was not associated with better adherence to safety protocols.
Clinical Relevance
Case‐based learning improves the patient assessment skills of undergraduate nursing students, thereby preparing them for clinical practice.</description><subject>Adult</subject><subject>Assessment</subject><subject>case method</subject><subject>case study</subject><subject>case-based learning</subject><subject>Clinical Competence</subject><subject>Education, Nursing, Baccalaureate - methods</subject><subject>Education, Nursing, Continuing</subject><subject>Educational Measurement - statistics & numerical data</subject><subject>Female</subject><subject>Humans</subject><subject>Male</subject><subject>nontechnical skills</subject><subject>nurse education</subject><subject>Nursing</subject><subject>Nursing Assessment</subject><subject>Nursing Education Research</subject><subject>Nursing Evaluation Research</subject><subject>Nursing Methodology Research</subject><subject>Nursing Staff - education</subject><subject>Nursing Staff - statistics & numerical data</subject><subject>nursing students</subject><subject>objective structured clinical examination</subject><subject>Patient Simulation</subject><subject>Perioperative Nursing - education</subject><subject>Problem-Based Learning</subject><subject>simulation</subject><subject>Students, Nursing - psychology</subject><subject>Students, Nursing - statistics & numerical data</subject><subject>Young Adult</subject><issn>1527-6546</issn><issn>1547-5069</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><sourceid>ALSLI</sourceid><sourceid>HEHIP</sourceid><sourceid>M2S</sourceid><recordid>eNp1kc1vFCEYh4nR2Lp68B8wJB7Uw7QwfM30YnSz_XKzHtyNiRfCMIyyMlBhiLZ_vWy37cFEDvAent8DvC8ALzE6wmUdb30-wjXG5BE4xIyKiiHePt7Vtag4o_wAPEtpixDiWJCn4KBmhHJSt4dgnKtkqo9l6-HSqOit_w6V7-EXO2anJhv8CdwkM2QH1yG4BKcAF_6H8trAVY7JpDdw0Wd9i76Hq-BjiYfR3hTjPPgpBudKuY5WuefgyaBcMi_uzhnYnC7W8_Nq-fnsYv5hWWnKBKk40oS3tcasfKZriG646IXpdEM7TA1t-DAgYxrR9bpXDembvm55pxWuByJaTmbg7d57FcOvbNIkR5u0cU55E3KSmJd7mnrXjRl4_Q-6DTn68rpCMcQoZXwnfLendAwpRTPIq2hHFa8lRnI3A1lmIG9nUNhXd8bcjaZ_IO-bXoDjPfDbOnP9f5O8XG3uldU-YdNk_jwkVPwpuSCCya-rM7lefmvpp0suKfkLiiie8w</recordid><startdate>201501</startdate><enddate>201501</enddate><creator>Raurell-Torredà, Marta</creator><creator>Olivet-Pujol, Josep</creator><creator>Romero-Collado, Àngel</creator><creator>Malagon-Aguilera, Maria Carmen</creator><creator>Patiño-Masó, Josefina</creator><creator>Baltasar-Bagué, Alícia</creator><general>Blackwell Publishing Ltd</general><scope>BSCLL</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>4U-</scope><scope>7QJ</scope><scope>7RV</scope><scope>7X7</scope><scope>7XB</scope><scope>88E</scope><scope>88G</scope><scope>8AO</scope><scope>8C1</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AN0</scope><scope>ASE</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>DWQXO</scope><scope>FPQ</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HEHIP</scope><scope>K6X</scope><scope>K9.</scope><scope>KB0</scope><scope>M0S</scope><scope>M0T</scope><scope>M1P</scope><scope>M2M</scope><scope>M2O</scope><scope>M2S</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope><scope>7X8</scope></search><sort><creationdate>201501</creationdate><title>Case-Based Learning and Simulation: Useful Tools to Enhance Nurses' Education? Nonrandomized Controlled Trial</title><author>Raurell-Torredà, Marta ; Olivet-Pujol, Josep ; Romero-Collado, Àngel ; Malagon-Aguilera, Maria Carmen ; Patiño-Masó, Josefina ; Baltasar-Bagué, Alícia</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4573-60c3692c15547b83c867d7ebc84b14e486ff0ee87bdcda83d8d296bca12f37963</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Adult</topic><topic>Assessment</topic><topic>case method</topic><topic>case study</topic><topic>case-based learning</topic><topic>Clinical Competence</topic><topic>Education, Nursing, Baccalaureate - methods</topic><topic>Education, Nursing, Continuing</topic><topic>Educational Measurement - statistics & numerical data</topic><topic>Female</topic><topic>Humans</topic><topic>Male</topic><topic>nontechnical skills</topic><topic>nurse education</topic><topic>Nursing</topic><topic>Nursing Assessment</topic><topic>Nursing Education Research</topic><topic>Nursing Evaluation Research</topic><topic>Nursing Methodology Research</topic><topic>Nursing Staff - education</topic><topic>Nursing Staff - statistics & numerical data</topic><topic>nursing students</topic><topic>objective structured clinical examination</topic><topic>Patient Simulation</topic><topic>Perioperative Nursing - education</topic><topic>Problem-Based Learning</topic><topic>simulation</topic><topic>Students, Nursing - psychology</topic><topic>Students, Nursing - statistics & numerical data</topic><topic>Young Adult</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Raurell-Torredà, Marta</creatorcontrib><creatorcontrib>Olivet-Pujol, Josep</creatorcontrib><creatorcontrib>Romero-Collado, Àngel</creatorcontrib><creatorcontrib>Malagon-Aguilera, Maria Carmen</creatorcontrib><creatorcontrib>Patiño-Masó, Josefina</creatorcontrib><creatorcontrib>Baltasar-Bagué, Alícia</creatorcontrib><collection>Istex</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection【Remote access available】</collection><collection>ProQuest Central (Corporate)</collection><collection>University Readers</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>ProQuest Nursing and Allied Health Journals</collection><collection>PHMC-Proquest健康医学期刊库</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>ProQuest Pharma Collection</collection><collection>ProQuest Public Health Database</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni)</collection><collection>ProQuest Central</collection><collection>Social Science Premium Collection</collection><collection>British Nursing Database</collection><collection>British Nursing Index</collection><collection>ProQuest Central Essentials</collection><collection>AUTh Library subscriptions: ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>ProQuest Central Korea</collection><collection>British Nursing Index (BNI) (1985 to Present)</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Sociology Collection</collection><collection>British Nursing Index</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>ProQuest Healthcare Administration Database</collection><collection>PML(ProQuest Medical Library)</collection><collection>Psychology Database (ProQuest)</collection><collection>ProQuest research library</collection><collection>ProQuest Sociology Database</collection><collection>Research Library (Corporate)</collection><collection>Nursing & Allied Health Premium</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of nursing scholarship</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Raurell-Torredà, Marta</au><au>Olivet-Pujol, Josep</au><au>Romero-Collado, Àngel</au><au>Malagon-Aguilera, Maria Carmen</au><au>Patiño-Masó, Josefina</au><au>Baltasar-Bagué, Alícia</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Case-Based Learning and Simulation: Useful Tools to Enhance Nurses' Education? Nonrandomized Controlled Trial</atitle><jtitle>Journal of nursing scholarship</jtitle><addtitle>Journal of Nursing Scholarship</addtitle><date>2015-01</date><risdate>2015</risdate><volume>47</volume><issue>1</issue><spage>34</spage><epage>42</epage><pages>34-42</pages><issn>1527-6546</issn><eissn>1547-5069</eissn><coden>IMNSEP</coden><abstract>Purpose
To compare skills acquired by undergraduate nursing students enrolled in a medical‐surgical course. To compare skills demonstrated by students with no previous clinical practice (undergraduates) and nurses with clinical experience enrolled in continuing professional education (CPE).
Design
In a nonrandomized clinical trial, 101 undergraduates enrolled in the “Adult Patients 1” course were assigned to the traditional lecture and discussion (n = 66) or lecture and discussion plus case‐based learning (n = 35) arm of the study; 59 CPE nurses constituted a comparison group to assess the effects of previous clinical experience on learning outcomes.
Methods
Scores on an objective structured clinical examination (OSCE), using a human patient simulator and cases validated by the National League for Nursing, were compared for the undergraduate control and intervention groups, and for CPE nurses (Student's t test).
Findings
Controls scored lower than the intervention group on patient assessment (6.3 ± 2.3 vs 7.5 ± 1.4, p = .04, mean difference, ‐1.2 [95% confidence interval (CI) ‐2.4 to ‐0.03]) but the intervention group did not differ from CPE nurses (7.5 ± 1.4 vs 8.8 ± 1.5, p = .06, mean difference, ‐1.3 [95% CI ‐2.6 to 0.04]). The CPE nurses committed more “rules‐based errors” than did undergraduates, specifically patient identifications (77.2% vs 55%, p = .7) and checking allergies before administering medication (68.2% vs 60%, p = .1).
Conclusions
The intervention group developed better patient assessment skills than the control group. Case‐based learning helps to standardize the process, which can contribute to quality and consistency in practice: It is essential to correctly identify a problem in order to treat it. Clinical experience of CPE nurses was not associated with better adherence to safety protocols.
Clinical Relevance
Case‐based learning improves the patient assessment skills of undergraduate nursing students, thereby preparing them for clinical practice.</abstract><cop>United States</cop><pub>Blackwell Publishing Ltd</pub><pmid>25346329</pmid><doi>10.1111/jnu.12113</doi><tpages>9</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1527-6546 |
| ispartof | Journal of nursing scholarship, 2015-01, Vol.47 (1), p.34-42 |
| issn | 1527-6546 1547-5069 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_1645782617 |
| source | Applied Social Sciences Index & Abstracts (ASSIA); Social Science Premium Collection; Wiley-Blackwell Read & Publish Collection; Sociology Collection |
| subjects | Adult Assessment case method case study case-based learning Clinical Competence Education, Nursing, Baccalaureate - methods Education, Nursing, Continuing Educational Measurement - statistics & numerical data Female Humans Male nontechnical skills nurse education Nursing Nursing Assessment Nursing Education Research Nursing Evaluation Research Nursing Methodology Research Nursing Staff - education Nursing Staff - statistics & numerical data nursing students objective structured clinical examination Patient Simulation Perioperative Nursing - education Problem-Based Learning simulation Students, Nursing - psychology Students, Nursing - statistics & numerical data Young Adult |
| title | Case-Based Learning and Simulation: Useful Tools to Enhance Nurses' Education? Nonrandomized Controlled Trial |
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