Table 3 Side-by-side joint display of the key findings between quantitative and qualitative studies
Key finding | Quantitative findings (Multiple regression analysis) | Qualitative findings (Themes) | Meta inference |
|---|---|---|---|
CBL experience and nursing competency development | The CBL-C1C2 group was positively associated with a high frequency of competencies (B = 5.19; 95% CI = 1.25, 9.13) compared with the CBL-0 group. | Learning and teaching experiences of CBL in a classroom and a clinical practicum | Confirmation Teaching through CBL in group work was introduced in the classroom and the clinical practicum on a pilot basis, which explains the improvements observed in the nursing competency scores. |
Satisfaction with the teaching by faculty members and preceptors and nursing competency development | The subjective satisfaction of the students with the teaching by faculty members (B = 0.56; 95% CI = 0.2, 0.9) was positively associated with a high frequency of competencies. | Students’ experience and needs during clinical practicum through the support of faculty members and preceptors - Limited support from faculty members - Need for active support from faculty members and preceptors | Complementarity A few students were dissatisfied with the lack of support from the faculty members during the clinical practicum. Meanwhile, those who were satisfied exhibited improved nursing competency scores. |
The satisfaction of the students with the program and nursing competency development | The subjective satisfaction of the students with the program (B = 1.21; 95% CI = 0.7, 1.8) was positively associated with a high frequency of competencies. | Inconsistencies between theory and practice - Clinical nursing techniques - Implementation of the nursing process | Expansion Inconsistencies in the program (e.g., clinical nursing technique and process) explain the satisfaction with the program through the nursing competency scores. |