Written Case Studies Research Articles

Increasing cyber security awareness by creating a case study and video project

Writing case studies in undergraduate and graduate courses in cyber security is a great way to learn class material. In this assignment, a student creates a case study and video about a cyber secur...

A Creative Writing Case Study of Gender-Based Violence in Coach Education: Stacey’s Story

Creative nonfiction writing is the literary technique employed in this article to explore insights and assist our understanding of an “alleged” sexual assault in a sport coach education environment. Creative nonfiction employs various narrative tools—characters, setting, figurative language, sequences of events, plot, sub-plot, and dialogue—designed to render the sensitive and controversial elements of sexual assault significant. Readers are, therefore, invited to engage with Stacey’s Story and reflect on the actions of both the perpetrator(s) and the victim. While there are risks associated with the sharing of stories, especially those which are considered dangerous, it is envisaged that Stacey’s Story will be viewed as an opportunity to develop more critical responses and advance our understanding of gender-based violence in sport.

Dreaming of Creativity: Imaging and Imagining the Creative Self in Memoir

Dreaming of Creativity: Imaging and Imagining the Creative Self in Memoir

Characterizing student engagement with hands-on, problem-based, and lecture activities in an introductory college course

This study examines the interest, motivation, and behavioral engagement of college students in an introductory course relative to three instructional formats used in the course: hands-on, problem-based laboratory stations; problem-based written case studies; and video lectures. Groups of five to seven students were assigned learning activities as treatments in a Latin Square design consisting of three experimental periods. At the beginning of selected laboratory sessions, students completed 10 minutes of the experimental activity immediately followed by a questionnaire. Students rated hands-on, problem-based laboratory stations as more challenging, novel, and attention-grabbing than they rated case studies or video lectures. Interest, intrinsic motivation, and behavioral engagement were greatest for groups completing laboratory stations followed by those completing case studies and lectures, respectively. Overall, the greater situational interest experienced during laboratory stations and case studies indicates that these activities can be leveraged to create learning environments that promote interest, engagement, and achievement.

Teaching Environmental Policy by Having Students Write Case Studies

Instructors, particularly those teaching public policy, often wish to incorporate the development of practical skills into their course assessments. These can range from writing briefs to novel research papers. Instructors also often desire to increase the rigor and utility of these assignments. More often than not, a skill may be developed, but the product is discarded at the end of the course. This article describes the incorporation of writing case studies for Case Studies in the Environment into an upper-level undergraduate course that also included graduate students. Students were required to meet the submission criteria for the journal and were encouraged, but not required, to submit their cases for publication after the course ended. While the course was small, and thus the projects manageable, the following discusses how a team approach could be employed in other classes and how students rose to the occasion in creating potentially publishable work.

식민지 조선 여성의 해외여행과 글쓰기: 나혜석의 「구미만유기(歐美漫遊記)」를 사례로

식민지 조선 여성의 해외여행과 글쓰기: 나혜석의 「구미만유기(歐美漫遊記)」를 사례로

Not Whether but How: Considerations on the Ethics of Telling Patients' Stories.

The ethics of telling stories about other people become questionable as soon as humans learn to talk. But the stakes get higher when health care professionals tell stories about those whom they serve. But for all the problems that come with such stories, I do not believe it is either practical or desirable for bioethicists to attempt to legislate an end to this storytelling. What we need instead is narrative nuance. We need to understand how to tell respectful stories in which the patients are fully acknowledged fellow participants, not one-dimensional objects of a knowing gaze. The problem is not narration itself but a particular version of narrational privilege, and getting rid of that would have benefits far beyond practices of writing case studies. In this essay, I first offer four considerations that I have found either omitted or underemphasized in discussions of the ethics of telling stories about patients. I then sketch a model of medical storytelling that might be the basis for shifting the ethical question from whether to how.

Individual, Pair and Group Writing Activity: A Case Study of Undergraduate EFL Student Writing

The present study aimed to compare between individual and collaborative writing (pair and group of four) activities of 72 EFL students. The subjects of the study were assigned to produce their tasks by these three activities. Qualitative method was employed by using interview of nine students drawn from students with different levels of English proficiency (low, fair and high). It was focused on their perspectives towards skills practiced during working on written tasks: writing, thinking, participation, communication as well as their satisfaction of these activities. The results from content analysis demonstrated that overall the students practiced participation skills when doing individual and pair work. The students practiced writing skills when joining group work. With regard to the students’ satisfaction, low proficiency students in low group were likely to enjoy coauthoring activity either pair or group work. Their satisfaction seemed to increase according to the number of group members. This is important for writing teachers to provide this activity for low proficiency students as this may lower the students’ anxiety and foster their self-confidence, compared with completing tasks individually. On the contrary high proficiency students seemed to enjoy writing alone and were fairly satisfied group work. These students were likely to be more confident when performing the tasks individually or experienced some problems that might impede working collaboratively.

Use of the Newborn Behavioral Observation System to Promote Healthy Relationships Between Parents and Neonates

To facilitate understanding of a newborn’s unique “voice,” thus nurturing awareness of newborns’ abilities and stimulating the development of positive relationships with parents and caregivers, starting at birth. Some parents are attuned to their newborn’s cues whereas others seem overwhelmed and unsure of what their newborn’s behavior means. To implement a formal system to help parents identify and respond to their newborn’s needs. A local pediatrician approached staff about the Newborn Behavioral Observation (NBO) system and encouraged us to implement the NBO at our hospital. On the basis of work by the physician T. Berry Brazelton, the NBO was developed as a tool to help parents learn about their infants’ specific behaviors and methods of communicating to promote healthy parent–infant relationships. Staff, including pediatricians, attended a 2-day workshop to learn the theoretical framework, current research on the parent–infant relationship, neurobehavioral development, and strategies to implement the NBO in practice. After implementation began, the nurses videotaped interactions to identify teachable moments and reflect on practice and opportunities for improvement. One of our early barriers was feeling that the NBO was another task, but we quickly became adept at incorporating it into routine care. Follow up included gathering feedback from the parents before discharge and again during a postpartum phone call. Since implementation, we have seen a transformation in parent–newborn relationships. Our qualitative data, elicited through postpartum interviews, reveal that parents were more comfortable and confident when leaving the hospital. Parents verbalized a positive experience and amazement at what their newborn could “say.” Staff members are writing case studies and have become certified in NBO or are in progress of becoming certified. Early and healthy bonding has long-term effects on a newborn’s social and emotional well being. Nurses have the opportunity to facilitate these positive relationships. The NBO system is a valuable addition to care and supports our commitment to relationship-based care. It is a vehicle that empowers parents and allows us to shift the focus from nurse to parent as the expert of their newborn. The NBO should be a standard of care so all families can reap the benefits of improved bonding.

Effect of case study versus video simulation on nursing students' satisfaction, self-confidence, and knowledge: A quasi-experimental study

BackgroundResearch on simulation in nursing education has demonstrated the positive impact active, experiential learning has on student satisfaction, self-confidence, and knowledge. As a result, simulation laboratories with high-fidelity human patient simulators have become a common adjunct to clinical teaching. It is important to also promote active learning in the classroom setting; however, there is limited evidence on using video simulations in large classrooms. ObjectivesThis study sought to determine if using a video simulated unfolding case study as part of the didactic classroom, as compared to a traditional written case study, improved students' satisfaction, self-confidence, and knowledge. DesignA two-group, quasi-experimental design was used. SettingsThe study occurred at a University in the southeastern United States. ParticipantsA total of 165 baccalaureate nursing students participated. MethodsThe control group received a written case study, while the intervention group received video simulation of the same case study and student satisfaction, self-confidence, and knowledge were measured upon completion. Data analysis used descriptive statistics and t-tests. Qualitative comments were also provided by students and analyzed for themes. ResultsThere were no statistically significant differences, with both groups reporting a high level of satisfaction and self-confidence. The percent of knowledge questions answered correctly was higher for the video simulation group for all seven questions. Four themes were identified from participant words: A better understanding, Able to apply learning to a patient scenario, Engaged in learning, and Visualizing it helps. ConclusionsResults suggest the use of video simulation in the classroom may deepen students' understanding of classroom content and provide an additional mode for learning to enhance classroom lecture. Use of video simulation to augment classroom teaching is suggested as a strategy for engaging learners.

Speech and Communication Disorders: A Case Study as a Teaching Example of Lifelong Training for All

Speech and communication disorders are a category of special educational needs and can affect the evolution of the individual. The aim of this report is to present a case study as a teaching example. While studying this case, real or hypothetical examples, which reflect more general situations, are presented in order to analyze and investigate them thoroughly. The purpose of this is to provide alternative solutions to the emerging problems. The presentation of written case studies can become a really important part of the educational procedure. Case studies form the core of the recognition process and signify the end of a successful training. Moreover, case studies are an important element for lifelong training of both educators and therapists. A hypothetical case is presented in this report together with the symptomatology it shows. Furthermore, the diagnosis procedure and the way the problems of the specific student have been dealt with are presented. Finally, some basic conclusions are reached based on the information that has already been presented.

Communication Concepts in Action: Best Practices in Case Study Pedagogy in the Organizational Communication Course

Analyzing case studies is a useful way to assist students in drawing connections between organizational communication concepts and real-world experiences. As faculty members who teach organizational communication, we regularly use case study pedagogy. Case study pedagogy provides a rich narrative through which complex organizational communication concepts can be identified, analyzed, and reflected upon. This article provides 10 best practices for utilizing and assessing case study pedagogy in the organizational communication course. These practices include: to make clear connections between case studies and course materials, scaffold learning, choose a mix of cases, cultivate a sense of community in the classroom, enable self-directed learning, vary assessment formats, welcome ambiguity, evaluate analyses and provide directed feedback, use varied case study formats, and encourage students to write case studies.

Pathogenic Beliefs and their Relevance in Psychotherapy: A Written Case Study

Pathogenic Beliefs and their Relevance in Psychotherapy: A Written Case Study

Making it real: The development of a web-based simulated learning resource for occupational therapy students

Equipping students with graduate attributes that ensure they are ready to work in complex health environments is highly important. Recently there has been increased use of simulation in health education to assist in the acquisition of graduate attributes, and to provide meaningful and authentic learning opportunities. The Deakin University Occupational Therapy program developed a unique web-based Occupational Therapy Simulations for Learning resource. This resource comprised 18 filmed scenarios that were previously non-existent or only available to students in written format. The scenarios depict people with a range of health conditions, mock graduate interviews, and occupational therapists conducting simulated clinical assessments and interventions. This study explored the effectiveness of the resource in the development of empathy, active listening, and information gathering skills. It also compared experiences of students and academics who had previously used written case studies. Survey results demonstrated statistically significant differences in relation to the realness of case studies, understanding how the client was feeling, development of empathy, clinical assessment skills, and the usefulness of the resource overall. This study demonstrates that the use of simulated case studies offers authentic learning for occupational therapy students and promotes development of key graduate attributes.

Bringing Sociology into the Public Policy Process: a Relational Network Approach

How does evidence-based sociological research influence public policymaking either directly or indirectly? Based on an analysis of a 2014 NSF-funded public policy research workshop and written case studies by workshop participants, this article provides a conceptual roadmap and varied examples of the pathways through which social science research and social scientists can inform public policy decision-making. Pathways include networks and relationships among academics, social scientists employed in government, special interest groups and non-profits, and members of the media. Many sociologists are committed to using their evidence-based findings to inform solutions to societal problems, yet are often too narrowly trained to write only for scholarly communities and are often unaware of the relations, connections, and networks that can increase the use of sociological and other social science research in public discourse and in the public policy arena. The paper highlights lessons learned about effective networks, communication channels and dissemination strategies from the workshop and case studies in order to better equip those social scientists interested to bring their research into a public policy realm with the tools to do so. Given the current political climate, this resolve seems all the more important.

Reliability of the Australian Therapy Outcome Measures for Occupational Therapy (AusTOMs-OT).

The delivery of evidence-based health care requires the routine adoption of outcome measures that are valid and reliable. The Australian Therapy Outcome Measures for Occupational Therapy (AusTOMs-OT) was developed in Australia to capture a global snapshot of status for any client, and has preliminary psychometric evidence to support use. Building on the psychometric evidence of the AusTOMs-OT will provide therapists and researchers with further information as to how best to apply the AusTOMs-OT in their field. This study reports on the reliability of the 12 AusTOMs-OT scales, which are each scored on the four domains of Impairment, Activity Limitation, Participation Restriction and Distress/Wellbeing. A total of 31 occupational therapists rated 12 written case studies on two occasions, separated by two weeks. Test-retest reliability, inter-rater reliability, intra-rater reliability (using intra-class correlation coefficients (ICCs)) and measurement error were calculated, in line with the COnsensus-based guidelines for the Selection of health Measurement Instruments (COSMIN). The ICCs for inter-rater reliability for all domains for all scales ranged from 0.531 to 0.922 suggesting moderate to very high reliability. Therapist intra-rater reliability ranged from ICC 0.675 to 1.000, suggesting moderate to high consistency. The stability of the scales was demonstrated with test-retest ICCs coefficients ranging from 0.616 to 0.960. The measurement error was found to be below 0.5 point for all scales and domains except for Scale 1, Impairment (just over at 0.604) and similarly the error range for each scale was also all below 1 point except Scale 1, Impairment. The AusTOMs-OT scales possess moderate to very high reliability across the 12 scales. Occupational therapists can continue to use AusTOMs-OT with confidence with all clients to establish global outcomes and to build evidence to underpin practice.

A call to action to improve the visibility of research by nursing, midwifery and care staff.

A call to action to improve the visibility of research by nursing, midwifery and care staff.

Writing Strategies as Mediated Actions: A Case Study of L2 Research Paper Writing in an Electronic Environment

This study aims to analyze Korean EFL graduate students’ writing strategies as mediated actions in their semester- long process of L2 research paper writing using multiple resources including the Internet. Though the study was based on the sociocultural approach, it analyzed mediated writing strategies quantitatively and qualitatively. The participants’ writing processes were video-recorded; their use of the computer was recorded through a keystroke logging program; their writing strategies and resource uses were inquired by using strategy and resource use inventory questionnaires and logs and conducting retrospective recall interviews. Results of the study revealed that the students shared certain writing strategies as actions mediated by resource types, the target writing genre and readers, the language used for writing, and cultural background, as well as the purpose of writing behaviors across writing stages. They also illustrated individual variations: their mediated actions were interwoven with individual goals and beliefs, learning styles and habits, personalities, self-regulation, educational experiences and backgrounds, experiences of academic writing including research paper writing, disciplinary knowledge, and availability of resources, in addition to their L2 proficiency, such as writing skills and confidence in L2. Findings from the study imply that L2 writers deploy diverse mediated actions in academic writing which are rooted in socioculturally and academically situated individual contexts.

Industry Analysis – The First Step in Business Management Scholarly Research

Industry analysis and Company analysis are two types of case study methods among many types of Case-based research analysis in Research Methodology. A case study based management research and teaching pedagogy are adopted by many business schools with the belief that it is a most powerful way to study and learn new lessons required to identify ,understand, and solve the problems in the process of managing and leading the organizations.Analysing business cases of industries force students to grapple with exactly the kinds of situations, decisions, and dilemmas managers confront every day. Industry analysis is a powerful tool in developing both research case study and teaching case study in business management subject. Through industry analysis students and researchers can study various aspects of an industry and its components to enrich their knowledge in the core area of business including organizational management, environmental management, functional areas of business, strategic management, new idea generation as well as effective decision making. The issues or problems identified in a given industry and the efforts made by organizations to handle such issues or solve such problems are learning opportunities for students and researchers in business management institutions. In this paper, we have discussed the procedure of writing case studies based on industry analysis framework. We also recommend the Industry analysis as a class of case study methodology in management research for developing research case studies as a first step for budding researchers.

Simulation in Occupational Therapy Curricula: A literature review.

Simulated learning experiences are increasingly being used in health-care education to enhance student engagement and provide experiences that reflect clinical practice; however, simulation has not been widely investigated in occupational therapy curricula. The aim of this paper was to: (i) describe the existing research about the use and evaluation of simulation over the last three decades in occupational therapy curricula and (ii) consider how simulation has been used to develop competence in students. A literature review was undertaken with searches of MEDLINE, CINAHL and ERIC to locate articles that described or evaluated the use of simulation in occupational therapy curricula. Fifty-seven papers were identified. Occupational therapy educators have used the full scope of simulation modalities, including written case studies (22), standardised patients (13), video case studies (15), computer-based and virtual reality cases (7), role-play (8) and mannequins and part-task trainers (4). Ten studies used combinations of these modalities and two papers compared modalities. Most papers described the use of simulation for foundational courses, as for preparation for fieldwork, and to address competencies necessary for newly graduating therapists. The majority of studies were descriptive, used pre-post design, or were student's perceptions of the value of simulation. Simulation-based education has been used for a wide range of purposes in occupational therapy curricula and appears to be well received. Randomised controlled trials are needed to more accurately understand the effects of simulation not just for occupational therapy students but for longer term outcomes in clinical practice.