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

2009 ◽  
Vol 14 (1) ◽  
Author(s):  
Jackie M.L. Malesela
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
South African ◽  
Relevant Literature ◽  
Thinking Skills ◽  
Theory And Practice ◽  
Case Study Approach ◽  
Learning Opportunity ◽  
Study Approach

The South African Qualification Authority Act (58/1995) requires that the facilitators of the education and training programme for nursing students implement teaching strategies that facilitate critical reflective thinking and lifelong learning. This article seeks to report fourth-year nursing students' experiences regarding the use of a case study approach as a learning opportunity. Much has been documented about the case study as an effective strategy to facilitate learning.A purposive convenience sampling method was used to select 24 nursing students in a South African university. Descriptive naïve sketches were used to collect data. The results were analysed using the content data analysis method (Burns & Grove 2003). Measures to ensure the trustworthiness of the study were taken in accordance with Lincoln and Guba's (1985) principles. Ethical standards for research were observed in order to maintain the integrity of the research.The research findings suggest that the case study as a learning opportunity is effective in facilitating learning, as indicated by the following three categories: increase in critical thinking skills, increased theory and practice integration and increased growth in presentation skills. These categories were conceptualised using the relevant literature in order to describe research-based recommendations regarding the use of a case study approach as a learning opportunity. It is recommended that facilitators involved in the nursing education programme make use of a case study approach as a learning opportunity at all levels of the nursing education programme.OpsommingDie Suid Afrikaanse Qualification Authority Act (58/1995) vereis dat die fasiliteerders van die onderrig en opleiding program vir verpleegkunde studente onderrig strategië implimenteer wat kritiese reflektiewe denke en lewenslange leer fasiliteer. Die dokument poog om 4de jaar verpleegkunde studente se leerervaring in verband met gevalle-studie benadering te rapporteer. Baie is al gedokumenteer oor die kern van die gevalle-studie as ’n effektiewe strategie om leer te fasiliteer.Die doelgerigte gerieflikheids monster metode was gebruik om 24 verpleegkunde studente in ’n Suid Afrikaanse universiteit te kies. Deskriptiewe, naïve sketse was gebruik om inligting te versamel. Resultate was ge-analiseer deur middel van die inhoud data analiese metode (Burns & Grove 2003). Mates om die vertrouens-waardigheid van die studie te verseker was gevolg volgens Lincoln en Guba (1985) se beginsels. Etiese standaarde vir navorsing was waargeneem om die integriteit van die navorsing te verseker.Navorsings bevindinge dui daarop dat die gevalle-studie as leer geleentheid effektief was in die fasilitering van leer, soos aangedui deur die volgende drie kategorië: vermeerdering van kritiese denke vaardighede; vermeerderde teorie en praktyk integrasie en vermeerderde groei in aanbiedings vaardighede. Hierdie kategorië was gekonseptualiseer deur die gebruik van toepaslike literatuur sodat navorsings-gebaseerde aanbevelinge in verband met gevalle-studie benadering as leer geleentheid beskryf kon word. Dit word aanbeveel dat fasiliteerders betrokke by die verpleeg onderrig program gebruik maak van gevalle-studie benadering op alle vlakke van die verpleeg program.

scholarly journals Strategi Pendidikan dalam Menumbuhkan Kemampuan Berfikir Kritis Anak Usia Dini di Masa Covid-19

2021 ◽  
Vol 3 (1) ◽  
pp. 33-40
Author(s):  
Imam Syafi’i ◽  
Azimatul Chusnah ◽  
Nur Alvi Inayati ◽  
Linda Puspita Sari
Keyword(s):  
Early Childhood ◽  
Critical Thinking ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Early Childhood Educator ◽  
Case Study Approach ◽  
Study Approach ◽  
At Home

This study aims to describe and understand the strategy of educators in carrying out their duties during the COVID-19 pandemic in fostering critical thinking skills in early childhood. This research method uses qualitative research with a case study approach. Data collection techniques in this study using observation, interviews, and documentation. While the data analysis used the Miles and Huberman model with the stages of data reduction, data presentation, verification, and conclusion drawing. The results of this study indicate that, first, there is a change in the strategy for implementing the duties of teachers/educators, namely as planners and assessors of children's learning outcomes. While the task as implementers in early childhood educator learning in collaboration with teachers / educators at home, namely the child's parents. Second, the strategy of teachers/educators at home to cultivate children's critical thinking skills is to invite children to understand the reasons for schooling at home, the reasons for the obligation to use masks when leaving the house and others by using discussion and exemplary methods.

scholarly journals Developing an integrated curriculum for patient safety in an undergraduate nursing program: a case study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Yoonjung Ji ◽  
Hyeonkyeong Lee ◽  
Taewha Lee ◽  
Mona Choi ◽  
Hyejung Lee ◽  
...  
Keyword(s):  
Patient Safety ◽  
Quality Improvement ◽  
Nursing Education ◽  
Nursing Students ◽  
Integrated Curriculum ◽  
Practical Training ◽  
Evaluation Tool ◽  
Study Approach ◽  
Nursing College

Abstract Background Nursing students’ practical training should begin when students can apply core knowledge, skills, and attitudes related to patient safety. This necessitates an integrated curriculum in nursing education that links practice to the theory concerning patient safety to enhance patient safety competencies and quality in nursing care. This study aimed to develop an integrated curriculum that incorporates patient safety factors in the existing curriculum to increase patient safety competencies in nursing students. Method A case study approach was adopted to explain the development processes of a new curriculum integrating patient safety in the existing outcome-based curriculum of a nursing college. Based on the existing outcome-based curriculum of a nursing college, a four-step process was performed to integrate patient safety component, including quality improvement, into the curriculum: 1) literature review, 2) analysis of course syllabus, 3) selection of courses related to patient safety topics, and 4) development of evaluation tool. Results The integrated patient safety curriculum was based on six topics: patient safety principles, teamwork, communication, patient engagement, risk management and, quality improvement, and International Patient Safety Goals. Based on the characteristics of the course according to the level of students in each year, the curriculum was integrated to address patient safety topics in seven courses (four theoretical and three practical). A Patient safety Competency self-assessment checklist was developed for students to naturally acquire patient safety competencies in clinical settings. Conclusions This study demonstrated that patient safety topics should be addressed in both theoretical and practical settings across the entire nursing curriculum per the continuity and sequence of education principles.

Guidelines for the implementation of transnational nursing education : a collective case study approach of institutional perspectives and practices

2017 ◽  
Author(s):  
◽  
Vasanthrie Naidoo
Keyword(s):  
Nursing Education ◽  
Cultural Dimensions ◽  
Collaborative Partnerships ◽  
Case Study Approach ◽  
Academic Leaders ◽  
Collective Case Study ◽  
For Profit ◽  
Study Approach ◽  
Cross Border

Background In recent times, the internationalization of nursing education and the collaboration with international academic partners has become a priority of academic institutions’ strategic plans and visions. This coupled with the fact that the world has entered a critical period in terms of addressing health and preparing nurses to address health needs has made this study timeous. In view of these historical challenges, nursing education institutions, nursing colleges and universities with nursing faculties in South Africa have, in recent years, engaged in international partnerships. These collaborative partnerships have influenced the delivery and facilitation of transnational nursing education (TNE) or cross-border nursing programmes, both nationally and internationally. Challenges raised with regards to TNE delivery systems are often related to issues revolving around academic design and implementation. Further issues such as the differences between the host institution’s general goals, the academic programs, student characteristics and social and cultural dimensions as compared to the awarding institution, add to these challenges. Aim The aim of this study was to explore the perspectives and practices and experiences of nursing education institutions, academic leaders and graduates, who were involved in TNE. Based on the findings of this study, the ultimate aim was to develop guidelines for the implementation of TNE in NEIs. Methodology A qualitative multiple case-study approach was employed to explore institutional perspectives and practices related to TNE. The population comprised nursing education institutions, academic leaders and nursing graduates that were involved in TNE programs. In order to draw comparison between South African TNE practices and perspectives with international best operating practices relating to TNE, other global academic leaders and institutions involved in this type of education were invited to participate in the study. Institutional records were analysed for descriptions and patterns related to conceptual issues, structures and processes that are known to impact either negatively or positively on TNE. Results The study findings revealed that access to ‘importing’ and ‘exporting’ of nursing programs are still faced with many challenges by all stakeholders. It was also revealed that the lack of guidance during TNE ventures allude to cross-border nursing education being a ‘for profit’ arrangement. From the findings the researcher was able to propose and develop guidelines for the implementation of TNE for nursing education institutions, academic leaders and students. It is hoped that these guidelines will be considered as a tool to improve TNE delivery in terms of quality assurance, accreditation, registration, and qualification recognition.

Using Case Studies in the Higher Education Classroom

2019 ◽  
pp. 47-59
Author(s):  
Manina Urgolo Huckvale ◽  
Irene Van Riper
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Case Studies ◽  
Relevant Literature ◽  
Student Learning Outcomes ◽  
Case Study Approach ◽  
Study Approach ◽  
Theory To Practice ◽  
Higher Education Pedagogy

There is a proven paucity of literature regarding the implementation of case studies in the higher education classroom. This theoretical review will synthesize the research that has emerged and explore the student learning outcomes for inclusion in higher education pedagogy. In this investigation, the usage of case studies with a specific purpose and guided analysis has been found to be beneficial for the explanation of content. When provided the scaffolding for moving from theory to practice, students are prompted to familiarize themselves with the case study and examine the nuances and implications. Based upon this study of the relevant literature, the benefits and advantages of using the strategy of the case study approach outweigh the disadvantages.

scholarly journals Diversity management in a South African university: A case study

1998 ◽  
Vol 24 (2) ◽  
Author(s):  
J. B. Strydom ◽  
R. Erwee
Keyword(s):  
South African ◽  
Diversity Management ◽  
Status Quo ◽  
Case Study Approach ◽  
Study Approach ◽  
Stage Of Development ◽  
Residential University ◽  
The Status ◽  
The University

To establish the perception of employees regarding diversity management at South Africa's largest residential university, the questionnaires of Gardenswartz & Rowe (1993) was adapted and a case study approach with a sample of 25 employees was used. The diversity audit measured the sample's perceptions on symptoms of diversity related problems; openness to change of the university; the status quo regarding diversity management; organisational barriers to diversity; the valuing of diversity; and the management of diversity by managers or supervisors. It was found that a high number of symptoms of diversity-related problems are perceived and that respondents believed that the university is relatively unresponsive to the need to change. The university was believed to be in a mono cultural stage of development and barriers to developing into a multicultural organisation were identified. Respondents did report a very positive attitude towards diversity but perceived that certain procedures are not supportive.<p> Opsomming <br>Die vraelyste van Gardenswartz en Rowe (1993) en 'n gevalstudiebenadering is benut om die persepsies van 'n steekproef van 25 personeellede aangaande die bestuur van diversiteit in 'n Suid Afrikaanse universiteit te ondersoek. Die diversiteitsaudit meet die steekproef se waameming van simptome van diversiteitsverwante probleme, die bereidwilligheid van die universiteit om te verander, die huidige stand van diversiteitsbestuur, organisatoriese hindemisse, die waarde wat aan diversiteitsbestuur geheg word, en die bestuur van diversiteit deur bestuurders en toesighouers. Die resultate toon dat 'n beduidende aantal simptome van diversiteitsverwante probleme gei'dentinseer word en dat die respondente meen dat die universiteit relatief min bewustheid vir die nodigheid van verandering toon. Respondente meen dat die universiteit in 'n monokulturele fase van onfrwikkeling is en hindemisse in die ontplooїng na 'n multikulturele organisasie is bespeur. Respondente toon aan dat positiewe houdings ten opsigte van diversiteit voorkom maar dat bestaande prosedures hierdie houdings nie ondersteun nie.

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