Experiential Learning and Critical Thinking: An Exploration of the Learning Effectiveness of Using Situational Case Videos in the Application of Emergency Nursing Course

Overview

This study is a randomized controlled trial. The goal of this clinical trial is to introduce scenario-based case videos into the elective course of Emergency Nursing and Applications for first-year students in a two-year program. By using five typical scenario-based case videos, the aim is to guide students through experiential learning and critical thinking, overcome learning difficulties, increase learning interest, and enhance learning outcomes. The main aims of this research are: To explore the effectiveness of emergency scenario-based case teaching on students learning focus, knowledge acquisition, classroom participation, and course satisfaction The main questions it aims to answer are: 1. Are there significant differences in emergency nursing knowledge, learning focus, and course satisfaction between students in the experimental group and the control group after different teaching methods are applied? 2. Are there significant differences in classroom participation rates and attendance rates between students in the experimental group and the control group under different teaching methods?

Detailed description

This study is a two-group, pre- and post-test, parallel, non-blind randomized controlled trial. This educational practice research project will use scenario-based case videos as the intervention, with experiential learning and critical thinking as the teaching strategies. The goal is to guide students through experiential learning of emergency nursing via videos, using the seven core competencies of the mini-CEX (Physical Assessment, Clinical Judgment, Nursing Interventions, Communication, Empathy, Counseling and Education, Teamwork) to design lesson plans, reflection sheets, and learning materials. Students will be encouraged to critical thinking health issues, strengths, weaknesses, and improvement suggestions in the care process, providing feedback on emergency care.

This study will design five scenario-based lesson plans on topics including triage, meningeal hemorrhage, acute myocardial infarction, acute exacerbation of chronic obstructive pulmonary disease, and sepsis. Videos for these scenarios will be created and edited based on these lesson plans.

Convenience sampling will be used to select first-year nursing students from a technology university in Southern Taiwan as participants. Classes will be randomly assigned to either the experimental group or the control group, with an estimated sample size of about 50-60 students per class, totaling 120 participants.

The experimental group will receive the new teaching method involving five scenario-based case videos, while the control group will continue with the traditional lecture-based method. Both groups will complete a basic information questionnaire and a pre-test of prior knowledge. At the end of the semester, students will undergo a post-test assessing emergency nursing knowledge, learning focus, and course satisfaction. Teachers will calculate the overall classroom participation rate, attendance rate, and perform a qualitative analysis of learning materials and reflective reports from the experimental group.

The researcher will screen and recruit subjects, conduct the intervention, and collect data. Inferential statistics will be performed using chi-square tests, Fisher\'s Exact Test, and independent t-tests to compare differences in basic attributes, knowledge, learning focus, course satisfaction, classroom participation rates, and attendance rates between the two groups.

Interventions

• Other scenario-based case videos teaching protocol
  Students in the experimental group will receive a new teaching method of scenario-based case video interventions. These videos cover five key scenarios: Triage, SDH and ETTC, AMI and D2B, COPD AE and TOCC, and Sepsis and the CVC Procedure. This teaching method is grounded in experiential learning theory and critical thinking strategies, designed to guide students in learning emergency nursing through video experiences. In each class, the instructor will first introduce the foundational concepts
• Other traditional lecture-based teaching method
  Students in the control group will receive traditional lecture-based instruction on the five topics: Triage, SDH and ETTC , AMI and D2B , COPD AE and TOCC , and Sepsis and the CVC Procedure. During the lectures, the instructor will encourage students to ask questions and engage in discussions to enhance understanding.

Primary outcome measures

• Emergency Nursing Knowledge Test [Time frame: post-lesson quizzes after the course and a final exam at the end of the semester (through study completion, an average of 4.5 months).]
• Learning Worksheets [Time frame: during the course on week 1, 4, 6, 10, 14.]
• Learning Engagement Scale [Time frame: through study completion (at the end of the semester), an average of 4.5 months.]
• Course Satisfaction Questionnaire [Time frame: through study completion (at the end of the semester), an average of 4.5 months.]

Secondary outcome measures (2)

• Class Discussion Participation Rate [Time frame: through study completion (at the end of the semester), an average of 4.5 months.]
• Class Attendance Rate [Time frame: through study completion (at the end of the semester), an average of 4.5 months.]

Eligibility criteria

Inclusion criteria

• First-year students in the two-year nursing program at a technology university in Southern Taiwan.
• Adults aged 18 and above.
• Enrolled in the elective course \"Emergency Nursing and Applications.\"

Exclusion criteria

• Students who have not previously completed courses in Anatomy and Physiology, Basic Nursing, Medical-Surgical Nursing, Physical Assessment, or Pharmacology.

Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.

Healthy volunteers: Yes

Study design

Allocation

Randomized

Model

Parallel assignment

Masking

Open label

Primary purpose

Other

Study locations

Taiwan · 1 center

• Chang Gung University of Science and Technology, Chiayi Campus — Chiayi City

Identifiers

NCT: NCT06607952 · 202400142B0 · EZRPF6P0041

Primary sources (government registries)

• ClinicalTrials.gov (US NIH)

View this study on ClinicalTrials.gov ↗