Case-Based Learning for In-Service Nursing Students

This quasi-experimental study explored the influence of integrating CBL into a psychiatric nursing course on these three outcomes among in-service nursing students. 106 students from two classes were purposively selected via convenience sampling and cluster-randomized into an intervention group (n = 54) and a control group (n = 52). From September 2024 to January 2025, participants in an Emotional Flooding and Mental Health course at a university of technology in northern Taiwan received either a nine-week CBL intervention covering adolescent, adult, and older-adult psychiatric cases, or didactic instruction. Outcomes were measured pre- and post-intervention using the Problem-Solving Inventory (PSI), the Adult Emotional Intelligence Scale (AEIS), and the Adults' Learning Motivation Scale (ALMS).

Inclusion Criteria: * Enrolled in the "Emotional Flooding and Mental Health" course at a university of technology in northern Taiwan during the 2024-2025 academic year * In-service nursing student in a two-year (post-RN) program * Willing to provide informed consent and complete both pretest and posttest questionnaires Exclusion Criteria: * None specified beyond the inclusion criteria above (all enrolled and eligible students in the two selected classes were invited to participate)