Edinburgh Napier University

  Diversity and inclusion are central to nurse education, especially when preparing international nurses for roles in the UK. This action research project focuses on the Case-Based Learning (CBL) approach, which uses clinical scenarios and research articles to train international nurses for the Evidence-Based Practice (EBP) station (a 10-minute silent writing station) of the Objective Structured Clinical Examination (OSCE). Despite their diverse backgrounds, many nurses struggle to apply research to clinical scenarios, leading to suboptimal performance in mock OSCEs. The traditional lecture-based approach often fails to engage these nurses in research-based problem-solving. CBL was introduced as an alternative to enhance critical thinking, active learning, problemsolving, and collaboration.
A quasi-experimental, one-group post-test design was employed, involving 32 international nurses from a cohort. The project developed case scenarios reflecting OSCE criteria and integrated research articles to stimulate analytical thinking. After CBL-based training, participants completed questionnaires assessing the method’s effectiveness. Quantitative data showed high satisfaction, with 73.44% of nurses strongly agreeing that CBL effectively prepared them for the OSCE, 26.17% agreeing, and only 0.39% remaining neutral. No participants disagreed with the approach. Qualitative feedback highlighted increased confidence, the emphasis on teamwork, and a better understanding of evidence-based practice.
This action research concludes that CBL is a promising approach for OSCE preparation, fostering deeper learning and promoting inclusivity by accommodating learners with varied levels of experience. It encourages teamwork and improves clinical reasoning skills. CBL promotes both intrinsic and extrinsic motivation, encourages scientific inquiry, and enables students to apply existing knowledge and clinical experience to solve real-world problems. It allows students to engage in active learning, apply their initiative, and achieve better learning outcomes. Further research with larger sample sizes is recommended to confirm these findings.