Nursing StudentsNCT07861802
Case-Based Learning for In-Service Nursing Students
A study testing Case-Based Learning (CBL) and Traditional Didactic Instruction in people with Nursing Students, run by Chang Gung University of Science and Technology at 1 site in Taiwan.
Trial summary
This quasi-experimental study explored the influence of integrating CBL into a psychiatric nursing course on these three outcomes among in-service nursing students. 106 students from two classes were purposively selected via convenience sampling and cluster-randomized into an intervention group (n = 54) and a control… Read more about this study
- Who is it for?
- Ages 18 to 65 yearsHealthy volunteers can take part
- Conditions the study is for
- Nursing Students
- What is being tested?
- Case-Based Learning (CBL) and Traditional Didactic Instruction
- Type of treatment
- Pill or oral medicine, Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 106 participants
- Where
- 1 siteTaiwan
- Study dates
- 13 Sep 2024to 10 Jan 2025
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 to 65 years
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Enrolled in the "Emotional Flooding and Mental Health" course at a university of technology in northern Taiwan during the 2024-2025 academic year
- In-service nursing student in a two-year (post-RN) program
- Willing to provide informed consent and complete both pretest and posttest questionnaires
Who cannot join
- None specified beyond the inclusion criteria above (all enrolled and eligible students in the two selected classes were invited to participate)
Trial locations and contacts
1 site in 1 country.
About this study
Official title: A Cluster-Randomized Study of Case-Based Learning on Perceived Problem-Solving Ability, Emotional Intelligence, and Learning Motivation Among In-Service Nursing Students
This quasi-experimental study explored the influence of integrating CBL into a psychiatric nursing course on these three outcomes among in-service nursing students. 106 students from two classes were purposively selected via convenience sampling and cluster-randomized into an intervention group (n = 54) and a control group (n = 52). From September 2024 to January 2025, participants in an Emotional Flooding and Mental Health course at a university of technology in northern Taiwan received either a nine-week CBL intervention covering adolescent, adult, and older-adult psychiatric cases, or didactic instruction. Outcomes were measured pre- and post-intervention using the Problem-Solving Inventory (PSI), the Adult Emotional Intelligence Scale (AEIS), and the Adults' Learning Motivation Scale (ALMS).
- Conditions
- Nursing Students
- Being tested
- Case-Based Learning (CBL), Traditional Didactic Instruction
- Keywords
- Case-Based Learning, Problem-Solving Ability, Emotional Intelligence, Learning Motivation
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Case-Based Learning (CBL)Behavioural
A nine-week case-based learning intervention using progressively unfolding psychiatric nursing cases (adolescent, adult, and older-adult), incorporating small-group discussion, peer learning, oral presentation, and reflective assessment components.
Traditional Didactic InstructionBehavioural
Traditional lecture-based instruction covering the same psychiatric nursing topics as the CBL condition, without case-based small-group discussion components.
| Study group | Role | What they receive |
|---|---|---|
| Case-Based Learning (CBL) Group | Experimental | Participants received a nine-week case-based learning (CBL) intervention integrated into the Emotional Flooding and Mental Health course, delivered across three non-contiguous three-week blocks (Weeks 3-5, 9-11, and 16-18) covering adolescent, adult, and older-adult psychiatric cases, respectively. Each case followed a three-stage format (small-group discussion preparation, intensive small-group discussion, and conclusion), with graded small-group discussion components. Receives: Behavioral: Case-Based Learning (CBL) |
| Control (Traditional Instruction) Group | Active comparator | Participants received traditional didactic (lecture-based) instruction on the same nine topics within the Emotional Flooding and Mental Health course, delivered across the same three-week blocks (Weeks 3-5, 9-11, and 16-18), without case-based small-group discussion components. Receives: Behavioral: Traditional Didactic Instruction |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change in Perceived Problem-Solving Ability (Problem Solving Inventory, PSI)
Perceived problem-solving ability measured using the 32-item Problem Solving Inventory (Heppner \& Petersen, 1982; Chinese version validated by Jiang et al., 2016), comprising three subscales: confidence in problem-solving, approach-avoidance style, and personal control. Items are rated on a six-point scale; lower total scores indicate stronger perceived problem-solving ability.
Measured: Baseline (Week 1, prior to instruction) and Week 18 (immediately following completion of the final instructional block)
Change in Learning Motivation (Adults' Learning Motivation Scale, ALMS)
Learning motivation measured using the 15-item Adults' Learning Motivation Scale (Chen \& Chiu, 2009), comprising three subscales: pursuit of interests, career advancement, and external expectations. Items are rated on a five-point Likert scale; higher scores indicate greater learning motivation.
Measured: Baseline (Week 1, prior to instruction) and Week 18 (immediately following completion of the final instructional block)
Change in Emotional Intelligence (Adult Emotional Intelligence Scale, AEIS)
Emotional intelligence measured using the 26-item Adult Emotional Intelligence Scale (Hung, 2019), comprising four subscales: emotional awareness, emotional expression, emotional regulation, and emotion utilization. Items are rated on a four-point Likert scale; higher scores indicate greater emotional intelligence.
Measured: Baseline (Week 1, prior to instruction) and Week 18 (immediately following completion of the final instructional block)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted6 Oct 2026
- Study start13 Sep 2024
- Primary completion10 Jan 2025
- Study completion10 Jan 2025
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Nursing StudentsStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 106 participants (actual)
Sponsor and investigators
- Lead sponsor
- Chang Gung University of Science and Technology
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07861802
- Sponsor's protocol ID
- ChangGungUST
- Status last verified
- Oct 2026
- First submitted
- 1 Oct 2026
- Last updated
- 6 Oct 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: Individual participant data will not be shared, as this was not included in the original informed consent provided by participants, and data sharing was not specified in the study protocol.
Study at a glance
From the registry record, last updated by the sponsor on 6 Oct 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- A Cluster-Randomized Study of Case-Based Learning on Perceived Problem-Solving Ability, Emotional Intelligence, and Learning Motivation Among In-Service Nursing Students
- ClinicalTrials.gov ID
- NCT07861802
- Acronym / sponsor ID
- ChangGungUST
- Conditions
- Nursing Students
- Keywords
- Case-Based Learning, Problem-Solving Ability, Emotional Intelligence, Learning Motivation
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 106 participants (actual)
- Lead sponsor
- Chang Gung University of Science and TechnologyUniversity, hospital or other
- Study start
- 13 Sep 2024 (actual)
- Primary completion
- 10 Jan 2025 (actual)
- Study completion
- 10 Jan 2025 (actual)
- First posted
- 6 Oct 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This quasi-experimental study explored the influence of integrating CBL into a psychiatric nursing course on these three outcomes among in-service nursing students. 106 students from two classes were purposively selected via convenience sampling and cluster-randomized into an intervention group (n = 54) and a control group (n = 52). From September 2024 to January 2025, participants in an Emotional Flooding and Mental Health course at a university of technology in northern Taiwan received either a nine-week CBL intervention covering adolescent, adult, and older-adult psychiatric cases, or didactic instruction. Outcomes were measured pre- and post-intervention using the Problem-Solving Inventory (PSI), the Adult Emotional Intelligence Scale (AEIS), and the Adults' Learning Motivation Scale (ALMS).
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Case-Based Learning (CBL) Group | Experimental | Behavioral: Case-Based Learning (CBL)Participants received a nine-week case-based learning (CBL) intervention integrated into the Emotional Flooding and Mental Health course, delivered across three non-contiguous three-week blocks (Weeks 3-5, 9-11, and 16-18) covering adolescent, adult, and older-adult psychiatric cases, respectively. Each case followed a three-stage format (small-group discussion preparation, intensive small-group discussion, and conclusion), with graded small-group discussion components. |
| Control (Traditional Instruction) Group | Active comparator | Behavioral: Traditional Didactic InstructionParticipants received traditional didactic (lecture-based) instruction on the same nine topics within the Emotional Flooding and Mental Health course, delivered across the same three-week blocks (Weeks 3-5, 9-11, and 16-18), without case-based small-group discussion components. |
Who may qualify
- Ages
- 18 to 65 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (3 listed)
- Enrolled in the "Emotional Flooding and Mental Health" course at a university of technology in northern Taiwan during the 2024-2025 academic year
- In-service nursing student in a two-year (post-RN) program
- Willing to provide informed consent and complete both pretest and posttest questionnaires
Key exclusion criteria (1 listed)
- None specified beyond the inclusion criteria above (all enrolled and eligible students in the two selected classes were invited to participate)
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Case-Based Learning (CBL)A nine-week case-based learning intervention using progressively unfolding psychiatric nursing cases (adolescent, adult, and older-adult), incorporating small-group discussion, peer learning, oral presentation, and reflective assessment components. | Behavioural | Case-Based Learning (CBL) Group |
| Traditional Didactic InstructionTraditional lecture-based instruction covering the same psychiatric nursing topics as the CBL condition, without case-based small-group discussion components. | Behavioural | Control (Traditional Instruction) Group |
Primary outcome
Change in Perceived Problem-Solving Ability (Problem Solving Inventory, PSI)
Time frame: Baseline (Week 1, prior to instruction) and Week 18 (immediately following completion of the final instructional block)
Perceived problem-solving ability measured using the 32-item Problem Solving Inventory (Heppner \& Petersen, 1982; Chinese version validated by Jiang et al., 2016), comprising three subscales: confidence in problem-solving, approach-avoidance style, and personal control. Items are rated on a six-point scale; lower total scores indicate stronger perceived problem-solving ability.
Change in Learning Motivation (Adults' Learning Motivation Scale, ALMS)
Time frame: Baseline (Week 1, prior to instruction) and Week 18 (immediately following completion of the final instructional block)
Learning motivation measured using the 15-item Adults' Learning Motivation Scale (Chen \& Chiu, 2009), comprising three subscales: pursuit of interests, career advancement, and external expectations. Items are rated on a five-point Likert scale; higher scores indicate greater learning motivation.
Change in Emotional Intelligence (Adult Emotional Intelligence Scale, AEIS)
Time frame: Baseline (Week 1, prior to instruction) and Week 18 (immediately following completion of the final instructional block)
Emotional intelligence measured using the 26-item Adult Emotional Intelligence Scale (Hung, 2019), comprising four subscales: emotional awareness, emotional expression, emotional regulation, and emotion utilization. Items are rated on a four-point Likert scale; higher scores indicate greater emotional intelligence.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 6 Oct 2026.
- Individual participant dataSharing planned: No. Individual participant data will not be shared, as this was not included in the original informed consent provided by participants, and data sharing was not specified in the study protocol.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Case-Based Learning (CBL) and Traditional Didactic Instruction in people with Nursing Students, run by Chang Gung University of Science and Technology at 1 site in Taiwan.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 3 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 6 Oct 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Taiwan. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Change in Perceived Problem-Solving Ability (Problem Solving Inventory, PSI) (time frame: Baseline (Week 1, prior to instruction) and Week 18 (immediately following completion of the final instructional block)). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 6 Oct 2026.