Teaching skills to resolve conflicts with acute confusional syndrome patients in nursing using the Case Method (CM)

Abstract

This study sets out to design and implement a teaching sequence that offers students the opportunity to acquire the necessary knowledge, skills, attitudes and values to deal with a confrontational patient. When designing the teaching methodology, we chose an active teaching strategy, commonly entitled the Case Method. The case was developed during the 2011-2012 academic year and implemented across the curriculum in the 2012-2013 academic year, in the "Relations and Communications in Nursing Care" and "Geriatric Nursing" subject modules, in the second year undergraduate nursing course at the University of the Basque Country. Implementation results indicate that the Case Method is a satisfactory tool to facilitate acquisition of the chosen skills, as well as being a learning method that is well received by students. At the end of the process, 72.8% of them shared the opinion that "this methodology has helped me more or much more than traditional 'chalk and talk' expository methodology". Moreover, 93% of the students successfully achieved at least the minimum learning results required. Nevertheless, students said that they felt overwhelmed on more than one occasion. The study has provided evidence that the Case Method contributes to acquiring skills that every nurse will need during their career. This should spur us on to continue extending the range of possibilities offered by active methodologies.