<![CDATA[Case-Based Learning (CBL) provides opportunities for nursing students to connect theoretical knowledge with contextual situations and develop competencies needed for professional practice. However, its effectiveness depends on how the learning process is systematically planned and managed. This study aimed to analyze the management of CBL in supporting the development of nursing students’ competencies at Universitas Bakti Indonesia. The study employed a qualitative descriptive approach. Data were collected through semi-structured interviews, classroom observations, and document analysis involving lecturers and nursing students participating in CBL activities. Data were analyzed through data reduction, data display, and conclusion drawing, with credibility strengthened through source and technique triangulation. The findings showed that CBL management consisted of planning, organizing, implementation, monitoring and evaluation, and follow-up activities. Relevant case selection, clear learning objectives, lecturer facilitation, group discussion, continuous feedback, and follow-up contributed to students’ engagement and competency development. CBL provided opportunities for students to develop critical thinking, problem-solving, communication, clinical reasoning, decision-making, and the application of nursing knowledge to contextual cases. However, differences in student participation and variations in case complexity remained challenges in implementation. The study concludes that CBL can support nursing students’ competency development when managed systematically and continuously. Strengthening case design, lecturer facilitation, student participation, assessment, and follow-up is essential for optimizing CBL in nursing education.]]>
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