Effects of case‐based learning on communication skills, problem‐solving ability, and learning motivation in nursing students

Abstract The purpose of this study was to explore the effects of case‐based learning on communication skills, problem‐solving ability, and learning motivation in sophomore nursing students. In this prospective, quasi‐experimental study, we compared the pretest and post‐test scores of an experimental group and a nonequivalent, nonsynchronized control group. Both groups were selected using convenience sampling, and consisted of students enrolled in a health communication course in the fall semesters of 2011 (control group) and 2012 (experimental group) at a nursing college in S uwon, S outh K orea. The two courses covered the same material, but in 2011 the course was lecture‐based, while in 2012, lectures were replaced by case‐based learning comprising five authentic cases of patient–nurse communication. At post‐test, the case‐based learning group showed significantly greater communication skills, problem‐solving ability, and learning motivation than the lecture‐based learning group. This finding suggests that case‐based learning is an effective learning and teaching method.