Application and effect evaluation of case-based learning (CBL) in the teaching of neurology nursing interns
案例式教学法（CBL）在神经内科护理实习生教学中的应用及效果评价

摘要

目的 剖析神经内科护理实习生教学用案例式教学法的作用。方法 随机均分2024年7月-2025年6月在本院神经内科中实习的护生（N=40）。试验组采取案例式教学法，对照组行常规教学。对比教学满意度等指标。结果 关于实践操作和理论知识考核成绩：试验组（95.14±2.07）分、（97.51±1.46）分，对照组（87.31±2.73）分、（89.37±2.54）分，差异显著（P＜0.05）。教学质量：试验组（97.22±1.05）分，对照组（91.57±2.41）分，差异显著（P＜0.05）。教学满意度：试验组100.0%，对照组85.0%，P＜0.05。结论 神经内科护理实习生教学用案例式教学法，学生的考核成绩与教学满意度均显著提升，教学质量也显著改善。

Abstract

Objective To analyze the role of case-based learning (CBL) in the teaching of nursing interns in the neurology department.
Methods Forty nursing interns who were on internship in the neurology department of our hospital from July 2024 to June 2025 were randomly and evenly divided into an experimental group and a control group. The experimental group was taught using the CBL method, while the control group received conventional teaching. Teaching satisfaction and other indicators were compared.
Results Regarding practical operation and theoretical knowledge assessment scores, the experimental group scored (95.14 ± 2.07) and (97.51 ± 1.46) respectively, while the control group scored (87.31 ± 2.73) and (89.37 ± 2.54) respectively, with significant differences (P < 0.05). Teaching quality: The experimental group scored (97.22 ± 1.05), and the control group scored (91.57 ± 2.41), with significant differences (P < 0.05). Teaching satisfaction: 100.0% in the experimental group and 85.0% in the control group, P < 0.05.
Conclusion   The application of CBL in the teaching of neurology nursing interns significantly improves students' assessment scores and teaching satisfaction, and also significantly enhances teaching quality.