Case‐based learning combined with science, technology, engineering and math (STEM) education concept to improve clinical thinking of undergraduate nursing students: A randomized experiment

Abstract

Abstract Aims The present study was conducted to apply and examine case‐based learning (CBL) and Science, Technology, Engineering, and Math (STEM) education concept in the training of nursing student's clinical thinking. Design A randomized experimental design with non‐equivalent group pretest–posttest. Methods Participants were requested to participant in either of the two programmes: traditional education programme as a control group or CBL combined with STEM education concept (the STEM group). Questionnaires of critical thinking, self‐directed learning, self‐efficacy were administered before and after the experiment. Results Differences between the STEM group and control group were observed in critical thinking, self‐directed learning, self‐efficacy and career choice over one semester. Accordingly, CBL combined with STEM education concept enhanced the nursing student's clinical thinking.

Keywords

• case‐based learning
• critical thinking
• nursing clinical thinking
• self‐directed learning
• STEM education concept
• undergraduate nursing students