Purpose: To explore and compare the effectiveness of two styles of case-based learning methods,
unfolding nursing case and usual nursing case, implemented in lectures for developing nursing students’
critical thinking ability.
Methods: 122 undergraduate nursing students in four classes were taught the subject of medical nursing
for one year. Two classes were randomly assigned as the experimental group and the other two the
control group. The experimental group received the lectures presenting unfolding nursing cases and the
control group was taught the usual cases. Nineteen case-based lectures were provided in 8 months in two
semesters to each group.