Learning outcomes of "The Oncology Patient" study among nursing students: A comparison of teaching strategies

Abstract

Introduction: Teaching strategies are essential in order to facilitate meaningful learning and the development of high-level thinking skills in students.

Objective: To compare three teaching methodologies (problem-based learning, case-based teaching and traditional methods) in terms of the learning outcomes achieved by nursing students.

Method: This quasi-experimental research was carried out in the Nursing Degree programme in a group of 74 students who explored the subject of The Oncology Patient through the aforementioned strategies. A performance test was applied based on Bloom's Revised Taxonomy.

Results: A significant correlation was found between the intragroup theoretical and theoretical-practical dimensions. Likewise, intergroup differences were related to each teaching methodology. Hence, significant differences were estimated between the traditional methodology (x-=9.13), case-based teaching (x-=12.96) and problem-based learning (x-=14.84).

Conclusions: Problem-based learning was shown to be the most successful learning method, followed by case-based teaching and the traditional methodology.

Keywords: Case-based teaching; Educational methods; Higher education; Nursing; Problem-based learning.