Introduction

A teaching-learning centered university model implies an evolution characterized by using active methodologies with a focus on the development of skills such as critical thinking (CT), and ethical sense (ES).

Objective

To assess the impact from the implementation of the Study Case (SC) in the development of critical thinking and ethical sense among nursing students.

Methods

A longitudinal intervention was conducted on a sample of 103 nursing students. ANOVA tests were performed.

Results

Critical thinking was assessed by comparing the corresponding results of the students in three evaluations. A progress is development of critical thinking and ethical sense was evidenced. From the ANOVA, it was shown that the F value was higher than the critical reference (p < 0.05) within a 95% confidence interval, and thus, the nil hypothesis was rejected.

Discussion

The implementation of this methodology favorably contributed for the development of critical thinking and ethical sense skills among the students, an improvement which allowed them to identify and solve problems based on their decision arguments. Moreover, the methodology fostered collaborative learning and respect among colleagues.

Conclusions

Although the Case Study methodology promoted active learning and a change in the culture of the classroom, it is necessary to continue studying the factors which could improve the teaching-learning processes under an active approach.