Developing Nutrition Competency in Nursing Students Through Case-Based Learning

Background: Nutrition content in accredited nursing programs is critical in meeting the American Association of Colleges of Nursing Essentials for competency-based education. Problem: The level of nutrition expertise expected in clinical nursing practice often exceeds educational preparation, requiring creative solutions and high-impact education practices. Approach: This study used enhanced case-based learning (CBL) in an undergraduate nutrition class for nursing students, while 1 section maintained the usual course structure (Standard). In the CBL class, students worked toward writing and presenting their own cases in simulated rounds. Pre- and post-Likert scales assessed student confidence and knowledge, and final exam grades were compared between sections for a quantitative assessment. Outcomes: CBL students rated their postclass nutrition and disease prevention knowledge higher (CBL: 4.7 ± 0.5 vs. Standard: 4.0 ± 0.6). CBL students also scored higher on their final exam (CBL: 94 ± 5%; Standard: 83 ± 13%; P < .01). Conclusions: CBL is a high-impact nutrition education practice that enhances student learning in competency-based education.