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?
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."
Students who have not previously completed courses in Anatomy and Physiology, Basic Nursing, Medical-Surgical Nursing, Physical Assessment, or Pharmacology.
Parallel
scenario-based case videos teaching protocol
Other interventionStudents in the experimental group will receive a new teaching method of scenario-based case video interventions. These videos cover five key scenarios: Triage, SDH and ETTC, AMI and D2B, COPD AE and TOCC, and Sepsis and the CVC Procedure. This teaching method is grounded in experiential learning theory and critical thinking strategies, designed to guide students in learning emergency nursing through video experiences. In each class, the instructor will first introduce the foundational concepts of emergency nursing for each system. Students will then watch a 15-minute scenario-based case video. Afterward, the instructor will facilitate a 15-minute discussion using reflection sheets to promote experiential learning and critical
traditional lecture-based teaching method
Other interventionStudents in the control group will receive traditional lecture-based instruction on the five topics: Triage, SDH and ETTC , AMI and D2B , COPD AE and TOCC , and Sepsis and the CVC Procedure. During the lectures, the instructor will encourage students to ask questions and engage in discussions to enhance understanding.
Emergency Nursing Knowledge Test
Emergency Nursing Knowledge Test: covering four units: subdural hemorrhage, acute myocardial infarction, acute exacerbation of chronic obstructive pulmonary disease, and sepsis. An average of 20 single-choice questions, with a total score ranging from 0 to 100, where higher scores indicate a greater knowledge of Emergency Nursing.
Learning Worksheets
Learning Worksheets: covering five units-triage, subdural hemorrhage, acute myocardial infarction, acute exacerbation of chronic obstructive pulmonary disease, and sepsis. Each unit has 10 fill-in-the-blank questions, with a total score ranging from 0 to 100, where higher scores indicate a greater learning efficacy.
Learning Engagement Scale
Learning Engagement Scale: The scale consists of 19 single-choice questions scored using a five-point Likert scale, ranging from 1 to 5. The higher scores indicating greater classroom engagement. The internal consistency (Cronbach\'s α) of the original scale ranges from 0.83 to 0.88.
Course Satisfaction Questionnaire
Course Satisfaction Questionnaire: The questionnaire consists of 12 items, rated on a five-point Likert scale, where 1 indicates strong disagreement and 5 indicates strong agreement. Higher scores indicate higher student satisfaction with the course.
Class Discussion Participation Rate
Class Discussion Participation Rate: The discussion participation rate for each teaching unit = (Number of students participating in the discussion ÷ Total number of students in the class) × 100%.
Class Attendance Rate
The attendance rate for each teaching unit = (Number of students present ÷ Total number of students in the class) × 100%.
Prior Knowledge Test
Prior Knowledge Test: This study developed a prior knowledge test based on the essential knowledge required for emergency nursing, including topics such as anatomy and physiology, basic nursing, medical-surgical nursing, and physical assessment. Total 20 single-choice questions, with a total score ranging from 0 to 100, where higher scores indicate a greater prior knowledge of Emergency Nursing.
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