Enhancing undergraduate nursing students’ competency in nursing care plan through case-based learning
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Abstract
Background: Case-based learning (CBL) is an active learning approach proposed to strengthen clinical reasoning and to bridge the gap between theory and practice in nursing education. Evidence from Cambodia is scarce, and limited resources may constrain its implementation.
Objective: This pilot study explored changes in self-rated nursing care plan (NCP) competency among third-year nursing students before and after a CBL-based Adult Nursing 2 course.
Method: A single-group pretest–posttest pilot study was conducted at the University of Puthisastra from November 2024 to February 2025. Of 50 students recruited, 48 completed the pretest and 44 completed both assessments (paired analysis). Competency was self-rated on a 20-item, 5-point Likert questionnaire in Khmer (score range 20–100; six subscales). Pre- and posttest scores were compared with the Wilcoxon signed-rank test, and effect size was estimated as r = Z/√n pairs.
Results: Overall NCP scores increased from 58.22 ± 8.63 to 68.00 ± 11.64 (Z = 3.51, p < .001, r = 0.53). All six subscales were higher at posttest (p < .001 to .012; r = 0.38–0.56).
Conclusion: Self-rated NCP competency was higher after the CBL-based course. Because the design had no comparison group, the change cannot be attributed to CBL alone; controlled studies with observer-rated outcomes are needed.
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