Educational outcomes of CDIO-guided progressive case-based learning and gamification in undergraduate critical care nursing: an exploratory two-class quasi-experimental study
- 1School of Nursing, Guilin Medical University , , ,
Abstract
Background: This study compared educational outcomes between nursing students receiving a CDIO-guided case-based and gamified teaching program and those receiving conventional teaching.
Materials and methods: This two-class quasi-experimental study included 140 nursing students from two classes between March and June 2025. Classes were assigned by lottery to the intervention ( n = 65) or control ( n = 75) group. The intervention integrated progressive cases, microlectures, teamwork, board games, and escape-room simulation, whereas the control received traditional lectures and Small Private Online Course self-study. Self-directed learning, critical thinking, and learning engagement were assessed before and after the course. Post-course outcomes included theoretical performance, cardiopulmonary resuscitation performance, course performance, and teaching evaluation. Analysis of covariance, Welch’s t tests, and Holm correction were applied.
Results: The intervention class had higher adjusted post-course scores for self-directed learning (mean difference, 7.68; 95% CI, 3.29–12.07), critical thinking (15.27; 95% CI, 11.53–19.00), and learning engagement (7.06; 95% CI, 1.82–12.30). It also achieved higher theoretical, cardiopulmonary resuscitation, course, and teaching-evaluation scores. Students generally found the activities engaging, although some reported nervousness.
Conclusion: The program was associated with improved educational outcomes, but intervention and class effects could not be separated. Multicenter studies with multiple classes per arm are required.
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BibTeX
@article{ma2026educational,
title = {{Educational outcomes of CDIO-guided progressive case-based learning and gamification in undergraduate critical care nursing: an exploratory two-class quasi-experimental study}},
author = {Xiang Ma and Fan Yang and Aifang Yu},
journal = {Frontiers in public health},
year = {2026},
month = oct,
doi = {10.3389/fpubh.2026.1958746},
url = {https://europepmc.org/article/PMC/PMC13690949},
note = {CC BY},
}
RIS
TY - JOUR
TI - Educational outcomes of CDIO-guided progressive case-based learning and gamification in undergraduate critical care nursing: an exploratory two-class quasi-experimental study
AU - Xiang Ma
AU - Fan Yang
AU - Aifang Yu
PY - 2026
DA - 2026/10/09
JO - Frontiers in public health
DO - 10.3389/fpubh.2026.1958746
UR - https://europepmc.org/article/PMC/PMC13690949
AB - Background: This study compared educational outcomes between nursing students receiving a CDIO-guided case-based and gamified teaching program and those receiving conventional teaching. Materials and methods: This two-class quasi-experimental study included 140 nursing students from two classes between March and June 2025. Classes were assigned by lottery to the intervention ( n = 65) or control ( n = 75) group. The intervention integrated progressive cases, microlectures, teamwork, board games, and escape-room simulation, whereas the control received traditional lectures and Small Private Online Course self-study. Self-directed learning, critical thinking, and learning engagement were assessed before and after the course. Post-course outcomes included theoretical performance, cardiopulmonary resuscitation performance, course performance, and teaching evaluation. Analysis of covariance, Welch’s t tests, and Holm correction were applied. Results: The intervention class had higher adjusted post-course scores for self-directed learning (mean difference, 7.68; 95% CI, 3.29–12.07), critical thinking (15.27; 95% CI, 11.53–19.00), and learning engagement (7.06; 95% CI, 1.82–12.30). It also achieved higher theoretical, cardiopulmonary resuscitation, course, and teaching-evaluation scores. Students generally found the activities engaging, although some reported nervousness. Conclusion: The program was associated with improved educational outcomes, but intervention and class effects could not be separated. Multicenter studies with multiple classes per arm are required.
SN - 2296-2565
ER -