Educational outcomes of CDIO-guided progressive case-based learning and gamification in undergraduate critical care nursing: an exploratory two-class quasi-experimental study.

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.