ArticleFrontiers in medicine2025
Study on the effectiveness of implementing case-based learning within the CDIO framework in an "evidence-based nursing" curriculum: a longitudinal study.
Article in Frontiers in medicine, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Effectiveness of an MDT-CDIO integrated teaching model in orthopedic clinical education: a controlled study.BMC medical education · 2026Trial
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Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Evidence-based nursing curriculum is a key course to develop nursing students' evidence-based practice competencies. How to plan and design an evidence-based nursing curriculum to improve students' competencies has been an issue explored by nursing educators. Case-based learning (CBL) has been widely used in teaching practices that promote the development of nursing students' practice competencies. However, an effective framework for implementing CBL in evidence-based nursing curricula to facilitate the development of these competencies remains unclear. Additionally, most current evaluations of the effectiveness of CBL implementation focus on endpoint indicators, while neglecting the impact on learners' learning processes. This focus is not conducive to analyzing the mechanisms behind CBL's effectiveness in student development and hinders the continuous optimization of instructional design. Objective: This study explored the effectiveness of an instructional model that integrates CBL with the Conceive-Design-Implement-Operate (CDIO) model and analyzed the students' learning processes based on the control-value theory (CVT). Design: A longitudinal pre- and post-test study. Methods: The study was conducted in a master's nursing program at a university in China, involving 64 students. Participants completed the questionnaires before and after the implementation of the instructional model. The data were analyzed using SPSS 27 software. Results: Excellent results were achieved in this instructional model. Students' knowledge and skills increased significantly. Our results also demonstrated that students' competencies (attitudes, skills, and knowledge) were influenced by control appraisals, emotions, and learning strategies. Conclusion: Future research should vigorously develop such models to advance evidence-based nursing. Furthermore, educators should focus on key factors that influence student learning to foster a more conducive teaching environment.
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Registered trials
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