Abstract
BackgroundA school of nursing at a university in the Western Cape experienced an increase in student enrolments from an intake of 150 students to 300 students in the space of one year. This required a review of the teaching and learning approach to ensure that it was appropriate for effective facilitation of large classes. The case-based education (CBE) approach was adopted for the delivery of the Bachelor of Nursing programme in 2005.AimThe aim of the study was to explore nurse educators’ experiences, current practices and possible improvements to inform best practice of CBE at the nursing school in the Western Cape.MethodsA participatory action research method was applied in a two day workshop conducted with nurse educators in the undergraduate nursing programme. The nominal group technique was used to collect the data.ResultsThree themes emerged from the final synthesis of the findings, namely: teaching and learning related issues, student issues and teacher issues. Amongst other aspects, theory and practice integration, as well as the need for peer support in facilitation of CBE, were identified as requiring strengthening.ConclusionIt was concluded that case-based education should continue to be used in the school, however, more workshops should be arranged to keep educators updated and new staff orientated in respect of this teaching and learning approach.
Highlights
Introduction and backgroundCase-based education (CBE) is an instructional design that involves interactive, student-centred exploration of realistic and specific situations (Uys & Gwele 2005)
It was concluded that case-based education should continue to be used in the school, more workshops should be arranged to keep educators updated and new staff orientated in respect of this teaching and learning approach
A case may be classified according to the level of complexity depending on the level of the students’ education; or according to its duration as a single educational intervention, covering a specific learning issue; or a longitudinal approach that spans over time, with the possibility of developing the case into steps that are appropriate according to the year level in a learning programme (Bowe, Voss & Thomas Aretz 2009)
Summary
Introduction and backgroundCase-based education (CBE) is an instructional design that involves interactive, student-centred exploration of realistic and specific situations (Uys & Gwele 2005). According to Williams (2005), CBE includes the use of problems or cases to stimulate learning and for the acquisition of knowledge, skills and attitudes. This means that constructed cases link learning with the reality in clinical practice. A school of nursing at a university in the Western Cape experienced an increase in student enrolments from an intake of 150 students to 300 students in the space of one year This required a review of the teaching and learning approach to ensure that it was appropriate for effective facilitation of large classes. The case-based education (CBE) approach was adopted for the delivery of the Bachelor of Nursing programme in 2005
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