Nurse educators’ experiences of case-based education in a South African nursing programme

Abstract

BackgroundA school of nursing at a university in the Western Cape experienced an increase in student enrolments from an intake of 150 students to 300 students in the space of one year. This required a review of the teaching and learning approach to ensure that it was appropriate for effective facilitation of large classes. The case-based education (CBE) approach was adopted for the delivery of the Bachelor of Nursing programme in 2005.AimThe aim of the study was to explore nurse educators’ experiences, current practices and possible improvements to inform best practice of CBE at the nursing school in the Western Cape.MethodsA participatory action research method was applied in a two day workshop conducted with nurse educators in the undergraduate nursing programme. The nominal group technique was used to collect the data.ResultsThree themes emerged from the final synthesis of the findings, namely: teaching and learning related issues, student issues and teacher issues. Amongst other aspects, theory and practice integration, as well as the need for peer support in facilitation of CBE, were identified as requiring strengthening.ConclusionIt was concluded that case-based education should continue to be used in the school, however, more workshops should be arranged to keep educators updated and new staff orientated in respect of this teaching and learning approach.

Perspectives from nurse educators regarding the nursing courses of the secondary technical nursing schools

“…The majority of nurse educators in this study suggested the case study and role play as the best method of teaching. In this respect, Daniels and colleagues (31) Stated that role-playing as a method of teaching is an excellent way for students to participate actively. Roleplaying helps students learn clinical decision-making skills and can be used to dramatize difficulties in troubled nursing situations.…”

The Effects of Case-Based Teaching in Nursing Skill Education: Cases Do Matter

“… 40 - 42 For the different obstacles faced by nursing students in case implementation, it’s necessary to point out their own shortcomings and the direction of making up later. 43 Therefore, in the cultivation of ability of nursing students, it is necessary to take the implementation and communication ability as 2 important evaluation indicators to measure in the ability assessment of nursing students. 44 At the same time, in nursing skill assessment, it is necessary to increase the proportion of the performance of nursing evaluation and nursing communication, making it more in line with the social needs of personnel training.…”

Perceptions of Australian and Malaysian Educators in an Undergraduate Pharmacy Program on Case-based Learning

“…18,44,49 This was identified as being important to ensure consistency across multiple classes being run by different facilitators, as well as adapting facilitators with the specific skills required to facilitate CBL sessions. 50 Some facilitators, however, are resistant to change as they are more familiar with the traditional role of teachers. 51 Of particular concern are the subversive facilitators who do not believe in the philosophy of CBL and AL, and who might subtly or overtly communicate to students that they are receiving lower quality education.…”