The Effect of Case-Based Learning Method on Perceived Competence and Critical Thinking Levels

Second-year nursing students are randomly assigned to experimental and control groups. The case-based teaching method was applied to the experimental group and the classical teaching method was applied to the control group. After the initiative, both groups observed differences in perceived competence and critical thinking levels. In addition, the focus groups were interviewed with the experimental group and the opinions and suggestions about the initiative were evaluated qualitatively and the total mix method was used.