Abstract
Objectives
This case study explored implementation of a Decision-Based Learning (DBL) tool for teaching arterial blood gas (ABG) analysis to nursing students.
Methods
For this mixed-methods study, ABG problems in a DBL model were solved by nursing students. Students answered a survey about their experience with DBL. Quantitative survey results are reported with descriptive statistics. Open-ended questions and instructor and student interview data were qualitatively analyzed.
Results
Students had a positive experience with DBL and gained self-efficacy regarding ABG analysis. The tool was engaging, simple to use, and not overly time-consuming.
Conclusions
DBL can be a useful tool for teaching ABG analysis to nursing students. Implications for an international audience nursing students everywhere benefit from understanding ABG analysis. DBL is a promising tool that can be used in any location with digital resources.
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Research funding: None declared.
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Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
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Competing interests: Authors state no conflict of interest.
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Informed consent: Informed consent was obtained from all individuals included in this study.
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Ethical approval: The local Institutional Review Board approved this study.
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Supplementary Material
This article contains supplementary material (https://doi.org/10.1515/ijnes-2023-0028).
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