Application of case-based learning in instructing clinical skills on nursing undergraduates

Qi, Mengying; Qian, Yi; Mo, Mengyan; Huang, Hui Man; Yang, Yan

doi:10.4066/biomedicalresearch.29-17-2377

Cited by 8 publications

(2 citation statements)

References 16 publications

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“…Failure, which is a necessary part of learning, is also not penalized as it is in other forms of teaching (Cattaneo, 2017). Using cases can also develop a student's willingness to learn and solve practical problems (Qi, Yi, Mo, Huang, & Yang, 2018). Although the literature has shown mixed results of case-based learning, it is in part due to the wide variety of ways in which lessons are designed (Thistlethwaite et al, 2012).…”

Section: Lesson Design: Case-based Learningmentioning

confidence: 99%

Use of Case Studies to Promote Critical Thinking in Occupational Therapy Students

Allen

Toth-Cohen

2019

JOTE

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Critical thinking is a necessary component of clinical reasoning that should be addressed as part of the graduate curriculum for occupational therapists. For students to apply critical thinking in practice they must also have confidence and minimal anxiety about their abilities. Case-based learning was chosen to address critical thinking skill development, increase confidence, and decrease anxiety. The purpose of this mixed methods pilot study was to evaluate progressively independent engagement with case-based learning on student performance, confidence, and anxiety in applying critical thinking skills in the clinical setting. Critical thinking was measured using a rubric to assess students' performance in analyzing the case studies with decreasing levels of instructor guidance over the semester. Confidence and anxiety levels were measured using a Likert confidence and anxiety scale at the start and end of the semester. Qualitative data was collected through telephone interviews to determine ways in which classroom activities translated to a clinical setting and to elicit student feedback about the lesson design and what they felt they learned in class after the first Level II fieldwork. All three areas of critical thinking, confidence, and anxiety improved, demonstrating a significance of p

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Section: Lesson Design: Case-based Learningmentioning

confidence: 99%

Use of Case Studies to Promote Critical Thinking in Occupational Therapy Students

Allen

Toth-Cohen

2019

JOTE

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“…4 Nevertheless, from a teaching point of view, the assessment of practical skills should be based on practical demonstrations. 5…”

Section: Discussionmentioning

confidence: 99%

Creating a Learning Scenario for Cardiopulmonary Resuscitation Training During the COVID-19 Pandemic

Valderrama

Allande‐Cussó

Barajas

et al. 2022

J Contin Educ Health Prof

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Introduction: Different organizations have recommended changes in life support in the COVID-19 pandemic, just when maintaining the competence in cardiopulmonary resuscitation is compromised because on-site training must be avoided. We developed a pilot teaching-learning experience to promote cardiopulmonary resuscitation skills acquisition in this situation. The aim of this study was to describe that tool and to analyze its usefulness. Methods: The experience consisted of three phases: first, reviewing the scientific literature; second, defining written local recommendations and recording a short video simulating the initial attention to a cardiac arrest in this COVID-19 context; third, creating a test to be answered by hospital health professionals. Results: The final sample was 121 subjects; 66.1% were women; the mean age was 45.8 years (SD = 10.24). Among them, 43% were doctors, 43% nurses, 4.1% nursing assistants, and 9.9% others. 89.3% participants had received prior training in life support. In the test, questions 1, 2, 5, 6, 7, and 8 were answered correctly by more than 80%; questions 3 and 4 were answered correctly by 57.9% and 41.3%, respectively. All participants expressed that the video helped them to refresh their knowledge and skills in life support. Discussion: When on-site training is not possible, distance learning-as in our teaching-learning innovation because of the COVID-19 pandemic-may be a valid option to acquire/refresh cardiopulmonary resuscitation skills.

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The application of case-based learning in campus-based wound care unit as the campus intellectual product business development program (PPUPIK)

Kusumaningrum¹,

Ismail²,

Prasetyo³

2023

The 1ST INTERNATIONAL CONFERENCE ON APPLIED SCIENCE AND TECHNOLOGY FOR COMMUNITY SERVICE (ICASTCS): Establishing Connection Bet

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Application of case-based learning in instructing clinical skills on nursing undergraduates

Cited by 8 publications

References 16 publications

Use of Case Studies to Promote Critical Thinking in Occupational Therapy Students

Use of Case Studies to Promote Critical Thinking in Occupational Therapy Students

Creating a Learning Scenario for Cardiopulmonary Resuscitation Training During the COVID-19 Pandemic

The application of case-based learning in campus-based wound care unit as the campus intellectual product business development program (PPUPIK)

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