Using a Comparative Living Case Study to Cultivate Patient-Centered Care

Abstract

A living case study was presented to senior-level nursing students in a medical-surgical nursing course to utilize critical thinking and promote patient-centered care. The case study presented 2 actual patients with the same diagnosis. The presentation included patient demographics, clinical symptomatology, progression of the illness, diagnostic testing, treatment, and discharge planning. The patients joined the presentation via a virtual platform offering the students the opportunity to converse with each patient. Students could ask patients clarifying questions and learn more about the patients' clinical course. Students applied knowledge gained from their didactic course regarding the disease process to work together in small groups. Within the small groups, students identified the patients' assessment, risk factors, psychosocial concerns, laboratory tests, diagnostics, potential and actual complications related to the treatments/procedures, nursing interventions, medications, and patient teaching. The students worked collaboratively to develop an individualized plan of care by comparing the needs of each patient. Following the live patient session, faculty used debriefing strategies to encourage self-reflection and determine the effectiveness of the activity. The students discussed the importance of the realism of the activity in generating individualized patient care plans to improve overall patient outcomes. This activity can be tailored to any disease process or patient to meet the student learning objectives of any course.