Implementation of case studies in undergraduate didactic nursing courses: a qualitative study

Abstract

BackgroundThe implementation of unfolding scenario-based case studies in the didactic classroom is associated with learner-centered education. The utilization of learner-centered pedagogies, such as case studies, removes the focus from the instructor and instead places it on the student. Learner-centered pedagogies are believed to improve students’ levels of cognition. The purpose of this study was to examine how nurse educators are implementing the pedagogies of case studies in their undergraduate didactic courses. The goal was to examine, document, report, and, ultimately, implement the strategies.MethodsPurposeful sampling was utilized in this qualitative, multisite-designed study. For each of the four participants, three separate site visits were completed. Observations and post-observational interviews took place at each site visit. Transcribed data from interviews, observations, and course documents were imported into the computer program Nvivo8. Repetitive comparative analysis was utilized to complete the data coding process.ResultsThe guiding research question of this study sought to investigate the implementation strategies of case studies in didactic nursing courses. The implementation of case studies by the participants reflected two primary patterns: Formal Implementation (FI) and Informal Implementation (II) of case studies. The FI of case studies was further divided into two subcategories: Formal Implementation of case studies used Inside the Classroom setting (FIIC) and Formal Implementation of cases studies used Outside of the Classroom (FIOC).ConclusionResults of this investigation have led to an increased understanding of implementation strategies of unfolding scenario-based case studies in undergraduate nursing didactic courses. Data collected were rich in the description of specific methodologies for utilization of case studies and may serve as a resource for faculty in development of creative strategies to enhance the didactic classroom experience.

The Effectiveness of Unfolding Case Studies on ADN Nursing Students' Level of Knowledge and Critical Thinking Skills

“…Nursing students have suggested that unfolding case studies enhanced their critical thinking skills and problem-solving abilities (Day, 2011;Dutra, 2013;Himes & Ravert, 2012;Page, Kowlowitz, & Alden, 2010;Popil, 2011;Yousey, 2013), increased their collaboration and teamwork (Forneris et al, 2012), and offered preparatory guidance into their professional nurse role (Bennett et al, 2011;Himes & Ravert, 2012;Lewenson & Truglio-Londrigan, 2013;West et al, 2012). In addition, an increase in student engagement (Dutra; Popil), satisfaction, and self-esteem (Himes & Ravert, 2012;Mills et al, 2014) was noted as a result of exposure to unfolding case studies.…”

“…Unfolding case studies have been used within simulation experiences (Filer, Champlin, & Hunt, 2012;Johnson et al, 2012;McCormick, Slavy, & Fuller, 2013;Mills et al, 2014), as an on-line component (Anderson, Page, & Wendorf, 2013;Bennett, Kennedy, & Donato, 2011;Johnson & Flagler, 2013;Lewenson & Truglio-Londrigan, 2013;Yousey, 2013), and within didactic courses (Dudas, 2012;Dutra, 2013;West, Usher, & Delaney, 2012).…”

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

“…Consistent with the call that nurses must achieve a higher level of education and training (National Academy of Sciences, Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing, at the Institute of Medicine, ), case studies have been explored and utilized in teaching nursing students (Dutra, ; Grossman et al., ; Majeed, ; Swanson et al., ). Grossman et al.…”

“…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, ) and have been used in nursing education (Dutra, ; Grossman et al., ). Swanson et al.…”

Trench work: Scaffolding a metaphorical bridge to foster the advancement of caring sciences

“…[14] Therefore, case studies were developed to serve as a teaching and learning strategy to translate theoretical knowledge (peer-reviewed articles and content from the vodcast) into clinical practice in a safe environment. Case studies as an experiential learning experience [15][16][17] provide an opportunity to mimic real-world practice by articulating underlying principles of safe, competent, and ethical nursing practice (developing a critical thinking pathway) which is one of the main premises of introducing case studies as a teaching and learning strategy in nursing education. [17] These strategies may address the struggle between the enormity of content required and the application of this knowledge to facilitate transformational learning for the nursing student's current clinical practicums and future nursing practice.…”