A Patient Panel of Case Studies to Teach Across the Family Nurse Practitioner Curriculum

Granger, Theresa; Zappas, Michelle; Walton-Moss, Benita; O'Neill, Sharon P.

doi:10.3928/01484834-20180720-14

Cited by 3 publications

(7 citation statements)

References 2 publications

(1 reference statement)

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“…Benbenek et al (2016; Calohan et al (2016); Granger et al (2018); Pearson et al (2012); Surjadi et al (2019)…”

Section: Resultsmentioning

confidence: 99%

“…Benbenek et al ( 2016 ; Calohan et al ( 2016 ); Conelius et al ( 2019 ); Downes et al ( 2014 ); Durham et al ( 2014 ); Granger et al ( 2018 ); John et al ( 2012 ); Johnson et al ( 2018 ); LaManna et al ( 2019 ); Merrritt (2020); Pearson et al ( 2012 ); Reinoso et al ( 2018 ); Schumaker and Bergeron ( 2016 ); Shawler ( 2008 ); Surjadi et al ( 2019 ); Weber and Snow ( 2006 )…”

Section: Resultsmentioning

confidence: 99%

“…The case reports varied in content, scope and teaching methodologies, as well as in their inclusion or evaluation of data. Authors used several common terms to describe the desired outcomes in NP student performance, most frequently including clinical reasoning (Ballman et al, 2016 ; Colella & Beery, 2014 , Granger et al, 2018 ), diagnostic reasoning (Calohan et al, 2016 ; Durham et al, 2014 ; Schumaker & Bergeron, 2016 ; Shawler ( 2008 ; Weber & Snow, 2006 ) and critical thinking (Pearson et al, 2012 ; Raterink, 2016 ; Reinoso et al, 2018 ). Only two articles (Durham et al, 2014 ; Reinoso et al, 2018 ) directly discussed the two types of thinking that students engage in to develop the working diagnosis: type one (non‐analytic pattern recognition) and type two (analytic hypothetico‐deductive) thinking.…”

Section: Resultsmentioning

confidence: 99%

“…Ballman et al ( 2016 ); Beckham ( 2013 ); Benbenek et al ( 2016 ; Colella and Beery ( 2014 ); Conelius et al ( 2019 ); Day et al ( 2018 ); Distler ( 2008 ); Downes et al ( 2014 ); Durham et al ( 2014 ); Granger et al ( 2018 ); John et al ( 2012 ); Johnson et al ( 2018 ); LaManna et al ( 2019 ); Merritt ( 2020 ); O‐Rourke & Zerwic (2016); Payne ( 2015 ); Pearson et al ( 2012 ); Posey et al ( 2018 ); Reinoso et al ( 2018 ); Schumaker and Bergeron ( 2016 ); Shawler ( 2008 ); Surjadi et al ( 2019 )…”

Section: Resultsmentioning

confidence: 99%

“…Benbenek et al ( 2016 ; Calohan et al ( 2016 ); Colella and Beery ( 2014 ); Granger et al ( 2018 ); Lawson ( 2018 ); Raterink ( 2016 ); Sweeney et al ( 2017 )…”

Section: Resultsmentioning

confidence: 99%

See 4 more Smart Citations

Scoping review: Diagnostic reasoning as a component of clinical reasoning in the U.S. primary care nurse practitioner education

Smith

Benbenek

Bakker

et al. 2022

Journal of Advanced Nursing

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Aims: Diagnostic Reasoning (DR) is an essential competency requiring mastery for safe, independent Nurse Practitioner (NP) practice, but little is known about DR content included in NP education programs. The aims of this study were to identify whether and how the concept of DR is addressed in NP education. Design:We conducted a scoping review on DR-related content and teaching innovations in U.S. primary care NP education programs, with implications for NP education programs worldwide. Concepts and principles with global applicability include: conducting focused and hypothesis-directed histories and exams, generating the problem statement, formulating the differential diagnosis, appropriate and relevant diagnostic testing, determining the working diagnosis and developing evidence-based, patientcentred management plans. Data sources: N = 1115 articles retrieved from Medline, Embase, PsycINFO, and CINAHL for the period 2005-2021. Forty-one scholarly articles met inclusion/exclusion criteria. Review methods: Data were extracted, synthesized and grouped by theoretical frameworks, content included, educational interventions and assessment measures. Results: Most articles provided descriptions of approaches for teaching NP clinical or diagnostic reasoning. Ten papers directly referenced the current science and theory of DR. Conclusion: The US NP education literature addressing DR is limited and demonstrates a lack of shared conceptualizations of DR. Whilst numerous components of DR are identifiable in the literature, a robust teaching/learning scholarship for DR has not yet been established in the US NP education literature. Impact: Whilst primary care NP education programs are beginning to incorporate DR education into their curricula, little research has been conducted to demonstrate the effectiveness of educational outcomes. Increased integration of DR content into NP education is needed, including increased educational research on teaching DR competencies.

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“…Benbenek et al (2016; Calohan et al (2016); Granger et al (2018); Pearson et al (2012); Surjadi et al (2019)…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

“…Benbenek et al ( 2016 ; Calohan et al ( 2016 ); Colella and Beery ( 2014 ); Granger et al ( 2018 ); Lawson ( 2018 ); Raterink ( 2016 ); Sweeney et al ( 2017 )…”

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

Scoping review: Diagnostic reasoning as a component of clinical reasoning in the U.S. primary care nurse practitioner education

Smith

Benbenek

Bakker

et al. 2022

Journal of Advanced Nursing

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Effects of Online Unfolding Case Studies on Clinical Reasoning and Academic Performance of Undergraduate Nursing Students

Sultan,

Victor,

Naeem

et al. 2024

Nurs Educ Perspect

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A single-episode online case study increases cognitive load in contrast to an unfolding online case study, which decreases cognitive load, improves academic performance, and enhances clinical reasoning. However, online utilization of unfolding case studies is limited. A one-group pretest posttest experimental design was employed with 45 nursing students in a pathophysiology course. Data were collected using Lasater’s clinical reasoning scale and quiz scores to assess academic performance. The academic performance and clinical reasoning of nursing students were significantly higher with online unfolding case studies (p < .001), providing support for the use of the online unfolding case study method.

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Case-based learning: Facilitating nurse practitioner clinical learning with virtual patient cases

Moore

Montejo

2021

J Am Assoc Nurse Pract

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Through unfolding patient case studies, case-based learning has the potential to facilitate nurse practitioner (NP) student application of didactic knowledge to clinical practice, thus narrowing the theory–practice gap. The purpose of this study was to investigate NP student experience using virtual patient cases to supplement clinical learning. Bloom's cognitive taxonomy served as the framework. Seven students enrolled in the final semester of a distance family NP program completed 45 virtual patient cases over an 8-week period. Case topics covered a variety of primary care problems. Usability of the virtual learning platform was measured by the System Usability Scale. Clinical learning value was measured by the Student Satisfaction and Self-Confidence in Learning Scale. Students rated their perceived ability to manage common primary care problems at the start and end of the 8-week period. Students found the virtual learning platform highly usable and were satisfied and self-confident with their learning. Student perceived ability to manage common primary care problems increased for all virtual case topics from start to end of course. This study provides further evidence that well-designed virtual patient cases have the potential to effectively supplement NP student clinical learning. These results are important as NP faculty look for alternative forms of clinical learning to supplement direct care clinical experiences.

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A Patient Panel of Case Studies to Teach Across the Family Nurse Practitioner Curriculum

Cited by 3 publications

References 2 publications

Scoping review: Diagnostic reasoning as a component of clinical reasoning in the U.S. primary care nurse practitioner education

Scoping review: Diagnostic reasoning as a component of clinical reasoning in the U.S. primary care nurse practitioner education

Effects of Online Unfolding Case Studies on Clinical Reasoning and Academic Performance of Undergraduate Nursing Students

Case-based learning: Facilitating nurse practitioner clinical learning with virtual patient cases

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