Unfolding case studies as a formative teaching methodology for novice nursing students.

Abstract

Nurse educators are challenged to incorporate evidence-based practice initiatives into content-laden curricula in a manner that supports learner-centered teaching environments. This article describes a technique for using unfolding case studies to include such initiatives in the teaching of novice nursing students, as opposed to summative evaluation of their knowledge. Modeled after Kolb's experiential learning theory, a framework for unfolding case studies is presented, which proposes that instead of faculty selecting scenarios for students, they should instead challenge students to directly and creatively develop their own. Small student groups used creative collaboration to create well-planned, complex case study scenarios that unfolded in surprising, realistic ways. This instructional method was met with positive student feedback; however, the authors suggest several recommendations for educators considering this approach. The authors found this framework to be a successful and effective strategy for undergraduate novice nursing students.