Abstract:

Objective To investigate the effects of an outcome-based education (OBE) -guided dual-track teaching model integrating problem-based learning (PBL) and case-based learning (CBL) on clinical practice competence and self-directed learning ability of nursing interns during oncology clinical practicum. Methods A cluster randomized controlled trial was conducted among undergraduate nursing students undertaking clinical practicum in the oncology department of a tertiary hospital in Shanxi Province,China,from August 2024 to May 2025. Using rotation batches as the unit of randomization,participants were randomly assigned to the intervention group(n=60) or the control group(n=60). The intervention group received the OBE-guided PBL-CBL dual-track teaching model,while the control group received routine CBL teaching. The Clinical Practice Competence Scale for Undergraduate Nursing Interns and the Self-Rating Scale of Self-Directed Learning were administered before and after the intervention. Theoretical and practical skill examination scores were also compared. Results After the intervention,the intervention group scored significantly higher than the control group on clinical practice competence(169.28±10.23 vs 144.10±8.59,P<0.001) and self-directed learning ability(240.40±11.44 vs 213.43±14.23,P<0.001). Practical skill examination scores were significantly higher in the intervention group (92.15±4.06 vs 86.93±4.87,P<0.001),while no significant difference was found in theoretical examination scores (P=0.989). Conclusion The OBE-guided PBL-CBL dual-track teaching model effectively enhances clinical practice competence and self-directed learning ability of nursing interns during oncology clinical practicum.

Key words: Outcome-based Education, Problem-based Learning, Case-based Learning, Nursing Interns, Clinical Practice Competence, Self-directed Learning