Think-aloud approach combined with case-based learning in nursing teaching round for new nurses in cancer hospital

• Published in: BMC medical education Vol. 24; no. 1; pp. 1 - 9
• Main Authors: Zhao, Rui, Ding, TingTing, Meng, JinPing, Lei, Miao, Ma, Huili
• Format: Journal Article
• Language: English
• Published: London BioMed Central Ltd 23.08.2024; BioMed Central; BMC
• Subjects: Cancer; Case Studies; Case-based learning; Clinical medicine; Clinical nursing; Cognitive Processes; Control Groups; Critical thinking; Decision making; Departments; Education; Evaluative Thinking; Hospitals; Information Processing; Inservice Education; Instructional Effectiveness; Knowledge acquisition; Learning strategies; Literature Reviews; Medical education; Medical students; Methods; New nurses; Nurses; Nursing care; Nursing education; Nursing Students; Nursing teaching rounds; Observation; Oncology; Pedagogy; Protocol Analysis; Resistance (Psychology); Skill Development; Skills; Students; Surgery; Teacher Effectiveness; Teaching Experience; Teaching methods; Think-aloud approach; Thoracic surgery; Thyroid gland; Thyroidectomy; Tumors; Video equipment; China
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-024-05891-4

Background The transition from nursing students to working as new nurses can be a challenging process. This study aimed to assess the efficacy of a pedagogical approach amalgamating the think-aloud approach and case-based learning in the instructional rounds for new nurses. Methods Utilizing convenience sampling, new nurses were selected between 2020 and 2021 in China cancer hospital. A total of 98 participants agreed to participate, with 50 enrolled in 2020 as the control group and 48 in 2021 as the observation group. Across a span of weeks 1, 3, 5, 7, 9, and 11, each clinical department conducted six teaching rounds. The observation group engaged in teaching rounds combining the think-aloud approach with case-based learning, whereas the control group solely utilized case-based learning. Disparities in case analysis scores and critical thinking ability between the two groups were scrutinized, alongside an analysis of learning strategies and the observation group feedback. Results The observation group exhibited superior case analysis scores (91.92 [+ or -] 6.33) and overall critical thinking ability scores (308.39 [+ or -] 35.88) in comparison to the control group, which scored (85.27 [+ or -] 5.39) and (275.11 [+ or -] 31.32) respectively, reflecting statistically significant variances (t = 1.868 ~ 6.361, P < 0.05). Predominant learning strategies employed in the observation group ranged from cognitive to meta-cognitive, followed by psychosocial strategies. During interviews focused on nurses' feedback on the learning process, themes emerged surrounding the enhancement of learning proficiency, invigoration of learning enthusiasm, and bolstering psychological well-being. Conclusion The combination of think-aloud approach and case-based learning in nursing teaching rounds greatly improves the efficiency of training and the critical thinking acuity of new nurses. Concurrently, it facilitated an evaluation of learning strategies, thereby offering valuable insights for the nursing teaching rounds of new nurse. Keywords: Think-aloud approach, Case-based learning, New nurses, Nursing teaching rounds, Nursing education, Teaching methods, Critical thinking