The effect of case‐based teaching method on professional competence and clinical decision‐making levels of public health nursing students: A sequential explanatory mixed‐methods study

Abstract

AbstractObjectivesTo evaluate the effect of case‐based teaching method applied to fourth year nursing students on their professional competence and clinical decision‐making levels.DesignA quasi‐experimental design study with a sequential‐exploratory mixed‐method approach.Sample64 nursing students enrolled in the Public Health Nursing course.MethodsA case‐based teaching program was applied to the students that cover the topics of the Public Health Nursing course. Quantitative phase data were collected with the Clinical Decision Making in Nursing Scale and Nursing Students' Competence Scale. For the qualitative part, focus group interviews were conducted with a Structured Interview Form.ResultsIt was determined that the total and subscale posttest scores of the students increased significantly compared to their pretest scores (p < .001). A moderate positive correlation was found between the total scores received from the scale and a significant positive correlation was found between researching information and adopting new information impartially and all sub‐dimensions except care (p < .05). Three main themes emerged from the focus group interviews conducted after the case‐based teaching method experience: usefulness, limitations, and improvement.ConclusionsCase‐based teaching method is effective on students' professional competence and clinical decision‐making scores. Students' professional competence levels positively affect their clinical decision‐making levels.