Case-Based Learning (CBL) is one of the modern educational approaches that was established in the 20th century at Harvard University. This method focuses on solving a clinical problem during which students identify their own learning needs, engage in scientific inquiry, and apply their theoretical knowledge in a real clinical context. By creating a collaborative and intellectually stimulating environment, CBL encourages active thinking and problem-solving among students.
When CBL is combined with unfolding clinical scenarios where the patient's condition is gradually revealed in a step-by-step manner students are exposed to dynamic and evolving clinical data. This process requires them to continuously reassess and revise their evaluations and clinical decisions over time. Such an approach closely mirrors real-world nursing practice, where complete and definitive information is rarely available from the outset.
A review of existing studies indicates that the use of unfolding scenarios in nursing education has several positive effects, including significantly enhanced self-directed learning, improved teamwork skills, better critical thinking abilities, greater academic self-efficacy, and increased professional confidence among nursing students.
Therefore, the educational and practical value of integrating Case-Based Learning with unfolding clinical scenarios in nursing education deserves greater emphasis and broader implementation in curricula.