AUTHOR=Luo Wei , Yang Guangyu , Yuan Hua , Lu Yao , Dong Xueqi , Hou Meixue , Xue Hui , Zhang Xiuying 

TITLE=Study on the effectiveness of implementing case-based learning within the CDIO framework in an “evidence-based nursing” curriculum: a longitudinal study

JOURNAL=Frontiers in Medicine

VOLUME=Volume 12 - 2025

YEAR=2025

URL=https://www.frontiersin.org/journals/medicine/articles/10.3389/fmed.2025.1702678

DOI=10.3389/fmed.2025.1702678

ISSN=2296-858X

ABSTRACT=BackgroundEvidence-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.ObjectiveThis 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).DesignA longitudinal pre- and post-test study.MethodsThe 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.ResultsExcellent 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.ConclusionFuture 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.