Baby Boy Jones Interactive Case-Based Learning Activity

Abstract

Faced with limited resources, nurse educators are challenged with transforming nursing education while preparing enough qualified nurses to meet future demand; therefore, innovative approaches to teaching are needed. In this article, we describe the development of an innovative teaching activity. Baby Boy Jones is a Web-delivered, case-based learning activity focused on neonatal infection. It was created using e-learning authoring software and delivered through a learning management system.

Developing and Testing of a Software Prototype to Support Diagnostic Reasoning of Nursing Students

“…A strong evidence base demonstrates distinct advantages of e‐learning as a new way of acquiring skills and knowledge in many areas, including nursing diagnoses. Different approaches have indicated that e‐learning is superior to traditional learning in stimulating critical and reflective analysis and learning (Cleveland, Carmona, Paper, Solis, & Taylor, ; Guhde, ), promoting transferability and learner‐centered approach (Cleveland et al., ; Irwin & Coutts, ), and providing knowledge and skill gains (Boada et al., ; Freire, Paula, Duarte, & Bueno, ; George et al., ; Lopes et al., ; McCutcheon, Lohan, Traynor, & Martin, ; Pobocik, ), student engagement (Irwin & Coutts, ; McCutcheon et al., ), and satisfaction (Gerdprasert, Pruksacheva, Panijpan, & Ruenwongsa, ; Jeffries, ; Kaveevivitchai et al., ; Kim, Chang, Lee, Jun, & Kim, ; McMullan, Jones, & Lea, ; Pourghaznein, Sabeghi, & Shariatinejad, ).…”

Functional and structural impact of the loss of the leucine-rich repeat protein LRIT1 in the mouse retina.

“…In an undergraduate nursing study on the effectiveness of case-based learning using SoftChalk, Cleveland et al found a significant difference in the pre-and post-activity assessments (paired t-test p<0.001, n=315) (32). A study on dental students using SoftChalks for reviews at the beginning of a course instead of lectures found that review modules significantly increased post-test outcomes by 46%…”

“…This is not to say educators should tell students this is all you need to know but rather guide student learning in explicitly stating crucial points (12,32,44,47).…”

“…This is caused by absence of a functional ON bipolar cell signaling cascade resulting in defective post-synaptic responses. The known modes of inheritance for cCSNB are x-linked (Nyx) and autosomal recessive (Grm6, Trpm1, Gpr179, Lrit3) (25, [30][31][32]63,[70][71][72][73][74][75][76][77][78][79][80][81][82][83][84][85][86][87].…”

“…Several studies compare asynchronous online learning to synchronous online learning or traditional learning to investigate the effectiveness of online learning modules (10,14,(32)(33)(34)(35)(36)(37)(38)(39)41,43). Other studies discuss strengths and weaknesses for online learning and using content authoring software (27,(40)(41)(42)44).…”