Integrating case-based learning into the ADDIE model for higher vocational rehabilitation nursing courses: a quasi-experimental study.

BACKGROUND: Traditional lecture-based instruction remains predominant in higher vocational rehabilitation nursing education and emphasizes the delivery of theoretical knowledge. Passive learning and the separation of theory from practice may limit the development of students' practical skills, critical thinking, and humanistic caring competence. Guided by the ADDIE instructional design framework, this study integrated case-based learning (CBL) to develop and evaluate an instructional model for higher vocational rehabilitation nursing education. OBJECTIVE: To evaluate the effectiveness of integrating CBL with the ADDIE model (hereafter, the ADDIE-CBL integrated teaching model) in teaching rehabilitation nursing courses at vocational colleges. METHODS: A quasi-experimental study design was used. Fifty-three students from the 2023 cohort of the geriatric nursing program at Chongqing Three Gorges Medical College were selected as the control group and received conventional instruction. Fifty-one students from the 2024 cohort of the same program were selected as the experimental group and received the ADDIE-CBL integrated teaching model. RESULTS: After the intervention, theory examination scores did not differ significantly between the two groups (p > 0.05). The experimental group's examination scores (regular scores, practical scores, and final scores), critical thinking disposition scores, humanistic care ability scores, and teaching satisfaction scores were higher than those of the control group (all p < 0.05). CONCLUSION: The ADDIE-CBL integrated teaching model may improve academic performance, critical thinking disposition, humanistic care ability, and student satisfaction in higher vocational rehabilitation nursing education.