The Impact of Case-Based Learning on the Perception of 21st-Century Skills Among Nursing Students.

Abstract

This quasi-experimental study aimed to compare the average scores on the perceptions of 21^st-century skill among nursing students before and after case-based learning instruction. The sample consisted of 148 third-year nursing students from Boromarajonani College of Nursing, Buddhachinaraj, enrolled in Community Nursing 1. The research tools included a teaching plan on epidemiology and 15 case studies. Data were collected using a 21^st-century skill perception questionnaire, which demonstrated a reliability coefficient of 0.98. Data analysis employed frequency distributions, percentages, means, standard deviations, and hypothesis testing using Wilcoxon Signed Ranks Tests. The findings revealed that, after case-based instruction, the average scores for 21st-century skill perception among nursing students increased regarding both individual aspects and overall. The overall mean score increased from 297.91 + 32.26 to 312.71 + 29.67. Statistical testing showed that the overall post-instruction 21st-century skill perception scores were significantly higher than the pre-instruction scores (z = -10.229, p<.05). However, the scores for individual 21st-century skills were significantly higher for only 6 of the 11 aspects (p<.05). This study supports the recommendation that educators should employ case-based learning to enhance the perceptions of 21^st-century skills by selecting case studies that stimulate comprehensive skill development across all aspects.