Case study as a learning opportunity among nursing students in a university

Malesela, Jackie M.L.

doi:10.4102/hsag.v14i1.434

Cited by 4 publications

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“…These study findings add to the existing body of knowledge that places case study based teaching as a tested method that promotes perception learning where students' senses are engaged as a result of the real-life and authentic clinical scenarios (Malesela, 2009), resulting in deeper learning and achievement of long-lasting knowledge (Fiscus, 2018). The students reported that case scenario discussions broadened their perspectives, improved their cooperation capacity and communication with each other.…”

Section: Implications For Practicementioning

confidence: 64%

Case Study Analysis as an Effective Teaching Strategy: Perceptions of Undergraduate Nursing Students From a Middle Eastern Country

et al. 2021

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Background: Case study analysis is an active, problem-based, student-centered, teacher-facilitated teaching strategy preferred in undergraduate programs as they help the students in developing critical thinking skills. Objective: It determined the effectiveness of case study analysis as an effective teacher-facilitated strategy in an undergraduate nursing program. Methodology: A descriptive qualitative research design using focus group discussion method guided the study. The sample included undergraduate nursing students enrolled in the Maternal Health Nursing Course during the Academic Years 2017 and 2018. The researcher used a purposive sampling technique and a total of 22 students participated in the study, through five (5) focus groups, with each focus group comprising between four to six nursing students. Results: In total, nine subthemes emerged from the three themes. The themes were “Knowledge development”, “Critical thinking and Problem solving”, and “Communication and Collaboration”. Regarding “Knowledge development”, the students perceived case study analysis method as contributing toward deeper understanding of the course content thereby helping to reduce the gap between theory and practice especially during clinical placement. The “Enhanced critical thinking ability” on the other hand implies that case study analysis increased student's ability to think critically and aroused problem-solving interest in the learners. The “Communication and Collaboration” theme implies that case study analysis allowed students to share their views, opinions, and experiences with others and this enabled them to communicate better with others and to respect other's ideas which further enhanced their team building capacities. Conclusion: This method is effective for imparting professional knowledge and skills in undergraduate nursing education and it results in deeper level of learning and helps in the application of theoretical knowledge into clinical practice. It also broadened students’ perspectives, improved their cooperation capacity and their communication with each other. Finally, it enhanced student's judgment and critical thinking skills which is key for their success.

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Section: Implications For Practicementioning

confidence: 64%

Case Study Analysis as an Effective Teaching Strategy: Perceptions of Undergraduate Nursing Students From a Middle Eastern Country

et al. 2021

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“…In South Africa, the promotion of using the case study teaching method in nursing education intensified in 1995 after the South African government enactment of the South African Qualification Authority (SAQA) Act no. 58 of 1995 10 . This act demands the training and education program for nursing students to aim at producing, among other things, a cadre of critical and reflective thinking nursing students 10 .…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…This act demands the training and education program for nursing students to aim at producing, among other things, a cadre of critical and reflective thinking nursing students 10 . What stood out clearly in South Africa for them to intensify the use of the case study teaching method in nursing was the desire to produce nursing graduates who are critical and reflective thinkers.…”

Section: Introductionmentioning

confidence: 99%

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The Self-efficacy of Malawian Nursing Educators towards the use of Case Study Teaching Method

Chiona,

Msiska

2023

Mal. Med. J

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Introduction The case study teaching method is important in imparting critical thinking and clinical reasoning skills in nursing students. The self-efficacy of the nurse educators towards the use of the case study teaching method is a critical aspect of determining the quality of teaching using this method. This study, therefore, aimed at assessing the self-efficacy of the nurse educators towards the use of the case study teaching method in Malawi. MethodA cross-sectional study utilizing a quantitative research design was conducted at eight nursing colleges that are under the Christian Health Association of Malawi. Only nursing colleges offering college diplomas in nursing and midwifery technician were involved. A total of 145 nurse educators completed the Self-Efficacy towards Teaching Inventory. The computer software of Statistical Package for Social Sciences version 23.0 was used to analyze the data.Results The results show that the nurse educators are confident in using the case study teaching method (mean=78.4, SD=11.166). The study results also show that there are differences in mean scores between the nurse educators who attended an education workshop and those who did not (t=5.2334; P<0.001). Conclusion The study indicates that Malawian nurse educators have moderate levels of self-efficacy in using the case study teaching method. This study, therefore, has shown a need for nurse educators to participate in strategies that can increase their level of self-efficacy in using case studies.

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“…In addition, specific teaching and learning strategies are suggested to promote the integration of theory and practice. The strategies include evidence-based practice, computerbased support, case studies and reflective practice (Billings & Kowalski 2006:248;Botha 2006:324;Gallagher 2004:266;Malesela 2009). Reflective practice has not been used as a strategy in the learning environment where the researcher was involved in the training of critical care nurses.…”

Section: Introductionmentioning

confidence: 99%

Guided reflection as a tool to deal with the theory– practice gap in critical care nursing students

Swardt

Toit

Botha

2012

Health SA Gesondheid

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Critical care nursing students experience inconsistencies between the theoretical content they have learnt and what is expected from them in practice, which retards the learning process. This has been described as the theory–practice gap. There seems to be no single solution to address the integration of theory and practice. In an attempt to bridge this gap, a study was done to establish the influence of guided reflection on critical care nursing students in dealing with their theoretical and practical experiences. A qualitative, explorative, descriptive and contextual design was followed. An instrument for guided reflection was designed which was used during semi-structured interviews during the data collection process. Field notes and narrative descriptions were also used as means to collect data. Themes that emerged from the data included a description of incidents experienced, critical analysis of knowledge, critical analysis of feelings and changed perspective experienced. Theory–practice integration occurred to an extent in some of the categories; conversely, the inability to apply theory to practice evoked responses such as feelings of guilt and incompetence. Guided reflection appeared to have assisted the participants in clarifying theoretical and practical experiences, and in reaching a changed perspective by understanding the link between theory and practice. Guided reflection ought to be incorporated in the education of nurses from their basic training in theory and practice so that student nurses will be aware of their own competencies in order to provide optimal patient care.OpsommingKritiekesorgverpleegstudente ervaar teenstrydighede ten opsigte van dit wat hul geleer word en wat van hul in die praktyk verwag word wat weer die leerproses vertraag. Dit word as die teorie–praktykgaping beskryf. Daar blyk geen enkelvoudige oplossing te wees vir die integrasie van teorie en praktyk nie. In ’n poging om die gaping te oorbrug, is ’n studie oor die invloed van begeleide refleksie op kritiekesorgverpleegkundige studente se teoretiese en praktiese ervaringe gedoen. ’n Kwalitatiewe, verkennende, beskrywende en kontekstuele navorsingsontwerp is gevolg. ‘n Instrument vir begeleide refleksie is ontwerp wat gebruik is tydens semi-gestruktureerde onderhoude in die data-insamelingsproses. Veldnotas en narratiewe beskrywings was ook middele ten einde data in te samel. Tema’s wat uit die data na vore gekom het was ‘n beskrywing van ervaringe, kritiese analise van data, kritiese analise van gevoelens en ‘n veranderde perspektief met betrekking tot ervaringe. Teorie–praktyk integrasie het tot ‘n mate in sommige kategorieë plaasgevind het. Daarinteen het die onvermoë om die teorie in die praktyk toe te pas response tot gevolg gehad, soos skuldgevoelens en gevoelens van onbevoegdheid. Dit wil voorkom asof begeleide refleksie die deelnemers gehelp het om duidelikheid en ’n veranderde perspektief ten opsigte van hul teoretiese en praktiese ervaringe te verkry. Begeleide refleksie behoort reeds vanaf basiese opleiding in verpleegkundiges se teoretiese en praktiese opleiding geïnkorporeer te word sodat verpleegkundiges bewus sal wees van hulle eie vaardighede om sodoende optimale pasiëntsorg te kan lewer.

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Case study as a learning opportunity among nursing students in a university

Cited by 4 publications

References 1 publication

Case Study Analysis as an Effective Teaching Strategy: Perceptions of Undergraduate Nursing Students From a Middle Eastern Country

Case Study Analysis as an Effective Teaching Strategy: Perceptions of Undergraduate Nursing Students From a Middle Eastern Country

The Self-efficacy of Malawian Nursing Educators towards the use of Case Study Teaching Method

Guided reflection as a tool to deal with the theory– practice gap in critical care nursing students

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