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

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

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?

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.

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.