The Effects of a Teaching-Learning Method Using Case Studies on the Learning Achievement and Satisfaction of Second-Year Nursing Students in the Course of Law, Ethics, and Code of Ethics for the Nursing Profession
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Abstract
This quasi-experimental study aimed to compare academic achievement before and after the use of case studies, as well as to examine satisfaction with the learning process in law, ethics, and professional ethics courses for nursing students. The sample consisted of 123 second-year nursing students who enrolled in these courses. Data were collected using six case studies, a learning achievement test covering general legal principles, nursing professional law, ethics, and nursing codes of conduct, a satisfaction questionnaire about using case studies for teaching purposes, and reflective reports. The data were analyzed using descriptive statistics, including the mean, and the standard deviation, as well as a paired t-test. The reflection reports were analyzed using content analysis, focusing on three dimensions of reflection: expectations, feelings, and learning outcomes with practical applications. The results of the study revealed that students' academic achievement significantly improved after participating in case study-based teaching compared to before (p<.05). Additionally, student satisfaction with learning management using case studies was found to be at the highest level across all aspects (mean=4.55, standard deviation, S.D.=0.56). Reflective reports showed that most students had a better understanding of the material and could apply their knowledge to real-world situations. These results support the effectiveness of case study-based learning as a student-centered teaching strategy that fosters deeper learning and practical application in nursing education. This approach is recommended for other nursing subjects, particularly those involving complex and abstract content, to enhance academic achievement and promote long-term retention, and develop critical thinking skills among students.
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