Effectiveness of the think-aloud approach combined with case-based learning on nursing teaching rounds for Chinese new nurses in a cancer hospital

Abstract

Abstract Background With the increasing prevalence of cancer, more clinical nurses are needed. However, the process of changing from being nursing students to working as new nurses is challenging. This study aimed to explore the effectiveness of the think-aloud approach combined with case-based learning in teaching rounds for new nurses to provide guidance for training programs in cancer hospitals. Methods Convenience sampling was applied to new nurses in a Chinese provincial third-level first-class cancer hospital from 2020 to 2021. A total of 98 participants were recruited, 50 of whom were recruited in 2020 as the control group and 48 in 2021 as the observation group. Each rotation department conducted six nursing teaching rounds in weeks 1, 3, 5, 7, 9, and 11. The approach to teaching rounds in the observation group was think-aloud combined with case-based learning while, in the control group, only case-based learning was applied. The differences in case analysis assessment scores and critical thinking abilities between the two groups were compared, and the learning strategies and nurses' feedback in the observation group were analysed. Results The scores for both case analysis and critical thinking ability were significantly lower in the control group than in the observation group (P < 0.05). The frequency of learning strategies applied in the observation group, from high to low, was as follows: cognitive, metacognitive, and social/emotional strategies. Conclusions Application of the think-aloud approach combined with case-based learning to nursing teaching rounds resulted in a significant improvement in the training effect and critical thinking ability of new nurses, thus providing a basis for improving teaching methods in cancer hospitals.