Effect of Unfolding Case Studies on Critical Thinking Dispositions and Academic Performance of Undergraduate Nursing Students

Abstract

Background: Unfolding case study is an effective teaching strategy. It assists students to learn real-life scenarios, develop critical thinking and clinical reasoning. Objective: To measure the effect of unfolding case studies on critical thinking dispositions and academic performance of undergraduate nursing students in the pathophysiology course. Methods: Quasi-experimental one-group pretest and posttest design was adopted. The study was conducted at a private nursing college in Islamabad, Pakistan. Post Registered Nurse Bachelor of Science in Nursing students (n=45) were enrolled in the study with convenient sampling. Unfolding case studies were used as a strategy to teach the pathophysiology course. Academic performance was measured with short answer questions and critical thinking dispositions with a structured self-administered scale. Data were analyzed with SPSS v25.0. Results: The sample comprised of 80% female students, and 20% were male. A 68% of them were from medical and surgical units and, 32% from critical care units. Posttest scores were significantly higher in (P-Value < 0.05) higher in 10 out of 11 sessions. Also, unfolding case studies produced a large Cohen’s d = 3.64 effect size. Likewise, collective critical thinking dispositions mean score (P-Value < 0.05) was found increased in the posttest; expect the perseverance construct (P-Value, 0.110). The effect of unfolding case studies on critical thinking dispositions was favorably high Cohen’s d = 1.40. Conclusion: unfolding case studies can improve academic performance and critical thinking dispositions of nursing students. Faculty competence to construct unfolding cases, facilitating the process of unfolding cases and active involvement of students is imperative for favorable outcomes.