Case seminars open doors to deeper understanding – Nursing students’ experiences of learning

Hofsten, Anna; Gustafsson, Christina; Häggström, Elisabeth

doi:10.1016/j.nedt.2009.11.001

Cited by 56 publications

(35 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The quotations from the transcripts were summarized and labelled with codes. The codes were regrouped several times until suitable codes, categories and themes emerged (see, Hofsten et al, 2010). The underlying meaning of the texts were interpreted and discussed.…”

Section: Discussionmentioning

confidence: 99%

Challenges in Postgraduate Studies: Assessments by Doctoral Students in a Swedish University

Ezebilo¹

2012

HES

View full text Add to dashboard Cite

The success of research students largely depends on their relationship with supervisors. If the students encounter lot of problems it may impinge on their academic potentials. This study examines the challenges facing doctoral students and how they have coped over time. How supervisor-student relationship could be improved is discussed. The data originated from personal interviews that involved doctoral students at one of the universities in southern Sweden and were analysed using qualitative content analysis. The challenges faced by international doctoral students include less access to sources of information and cultural shock. It was inadequate guidance and mentoring for the indigenous students. For the female respondents it was challenges associated with confidence in presenting research works to the scientific community and confidence regarding having what it takes to complete doctoral studies. It was inadequate guidance for the male. The coping strategies used by the respondents include seeking for help from colleagues and asking for more support from supervisors as well as learning the Swedish language. The findings will contribute to the knowledge regarding how to improve supervisor-student relationship to help increase successes in doctoral education.

show abstract

Section: Discussionmentioning

confidence: 99%

Challenges in Postgraduate Studies: Assessments by Doctoral Students in a Swedish University

Ezebilo¹

2012

HES

View full text Add to dashboard Cite

show abstract

“…The educational literature reports several benefits of CBL, including being effective in promoting application of knowledge and integration of subjects, and is well received by students and faculty. Case‐based learning is also considered to promote learning styles that could encourage deep, rather than superficial learning (Schwartz et al, ; Hofsten et al, ), whereby students gain a better conceptualization of a subject, and are able to apply knowledge to novel situations, rather than rote memorization of facts. The literature suggests that including even small amounts of CBL within traditional curricula can confer a number of the described benefits (Miller et al, ; Bowe et al, ).…”

Section: Introductionmentioning

confidence: 99%

“…Student discussions in veterinary anatomy classes, where students described dissections to their peers, were thought by students to “cement the information” and also provided an opportunity to practice communication skills (Sprunger and Smith, ). In studies reporting student perception of group work in CBL, discussion with peers promoted learning by creating a nonthreatening environment, encouraging students to synthesize and articulate ideas, and providing different viewpoints (Thurman et al, ; Hofsten et al, ). When engaged in discussions during CBL sessions, students have opportunities to independently construct knowledge (cognitive constructivism) and socially refine and expand their knowledge (sociocultural constructivism) (Mayo, ).…”

Section: Introductionmentioning

confidence: 99%

A method of developing and introducing case‐based learning to a preclinical veterinary curriculum

Crowther

Baillie

2015

Anatomical Sciences Ed

View full text Add to dashboard Cite

Case-based learning (CBL) has been introduced as part of a major review of the veterinary curriculum at the University of Bristol. The initial aim was to improve integration between all first year subjects, i.e., basic science disciplines (anatomy, physiology, and biochemistry), animal management, and professional studies, while highlighting the relevance by providing clinical context. The CBL was delivered as whole class sessions in a lecture theatre, as small group teaching facilities were not readily available, co-facilitated by two to four basic scientists and clinicians. Active learning tasks were included by using an audience response system and encouraging discussion. A case template was developed in PowerPoint and then populated by basic science and clinical staff in an iterative design process. Comments from a student focus group informed the design of the case sessions. Feedback collected from students via a survey after the first three cases suggested that CBL was well received and assisted students in integrating material taught in the first year units and was used to further improve the ongoing case design. The project team developed eight cases for Year 1 and is implementing CBL in various formats throughout the curriculum. There was a considerable time commitment in developing each case; however, the use of readily available software and the large group format overcame limitations, including resourcing small group sessions. This article reports a model that could be successfully adapted by other institutions wishing to use CBL to provide clinical context and promote integration of the basic sciences.

show abstract

Section: Introductionmentioning

confidence: 99%

“…This participatory teaching method engages students in active and reflective learning. Case studies have been shown to facilitate collaborative learning through discussion and collective problem solving (Hofsten, Gustafsson, & Haggstrom, 2010) and have been used in nursing education (Dutra, 2013;Grossman et al, 2010). Swanson et al (2012) employed case studies to increase graduate level nursing students' knowledge of complementary and alternative medical therapies (CAM) and the role of CAM in health.…”

mentioning

confidence: 99%

Achieving public and global health competencies: A teaching case study of Botswana's cervical cancer screening program

Okatch

Sowicz

Teng

et al. 2018

Public Health Nursing

View full text Add to dashboard Cite

show abstract

Case seminars open doors to deeper understanding – Nursing students’ experiences of learning

Abstract: The Case Method seems to involve students in a way that deepens their understanding and critical thinking.

Cited by 56 publications

References 16 publications

Challenges in Postgraduate Studies: Assessments by Doctoral Students in a Swedish University

Challenges in Postgraduate Studies: Assessments by Doctoral Students in a Swedish University

A method of developing and introducing case‐based learning to a preclinical veterinary curriculum

Achieving public and global health competencies: A teaching case study of Botswana's cervical cancer screening program

Contact Info

Product

Resources

About