Nursing student’s satisfaction with two methods of CBL and lecture-based learning

Abstract

Abstract Background Case-based learning (CBL) is an effective teaching–learning strategy that provides a learning environment similar to actual practice. The aim of the present study was to determine the nursing student's satisfaction with two methods of CBL and lecture-based learning. Methods This descriptive observational study was conducted in 2019 in School of Nursing and Midwifery in Ilam. All 128 undergraduate nursing students in the 3rd, 4th, and 5th semesters of nursing were enrolled in the study to compare students' satisfaction with CBL and lecture-based learning. Data collection tools included a demographic information questionnaire and a researcher-made questionnaire consisting of 20 questions based on the Likert scale. Data analysis was performed using SPSS Statistics 22. Results More than two thirds of the students (81.3%) found the CBL method was better than lectures. 60% of male students and 62% of female students stated that the CBL method increased their self-confidence compared to the traditional lecture-based learning (p 0.05). However, 4th semester students were more satisfied than other students (P = 0.02). Conclusion The results show that CBL, as a teaching–learning technique in specialized nursing courses, increases students' satisfaction and self-confidence compared to lecture.

Keywords

• CBL
• Teaching–learning
• Lecture-based learning
• Nursing students
• Satisfaction