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Learning Objective 1: The learner could understand the process of action teaching for improving the nursing students' abilities of clinical reasoning and evidence-based nursing.
Learning Objective 2: The learner could understand the process of action teaching for improving the nursing students' abilities of creative thinking.
Methods: This study was divided into two stages: During the first stage, the researcher demonstrated the nursing process of clinical reasoning and evidence-based nursing, and four groups of nursing students were guided by three teachers in describing scenarios and drawing maps of relationships between the problems in their own clinical cases. Then each student used the FLEI (Focus, Literature, Expert, Integration) process modified by the concept of evidence-based nursing, PICO, to focus on the major problems of their clinical cases (F) and find solutions by searching evidence-based literature (L) and getting suggestions from clinical experts (E). Finally, each nursing student decided which nursing interventions were appropriate for their own cases by integrating the information from the literature and the experts. For the second stage, the author applied creative teaching strategies such as brainstorming, ATDE and six thinking hats and six action shoes to inspire creativity in the students’ application of nursing process. Additionally, four groups of nursing students each choosed one clinical case and be guided by three teachers to generate creative nursing interventions or products.
Results: Seventy-nine RN-BSN students’ self-perceived their own clinical reasoning, evidence-based nursing and creative thinking abilities as improved significantly before and after taking the course.
Conclusion: This study has increased the level of learning in clinical reasoning and evidence-based nursing for the individual nursing student, as well as improving creative nursing interventions or products for the four groups of nursing students.