An inquiry into the use of the case method instruction to support nursing students learning transfer from classroom instruction to clinical practice
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Kathleen Dorman Wagner, EdD, MSN, RN
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Knowledge that can be transferred into the clinical arena is crucial in a practice profession. High-road, mindful learning using teaching methods that actively engage students and increase their cognitive flexibility is highly desirable. This study aspired to add to the knowledge regarding how or if cases can assist in the preparation of nurses who can analyze complex situations and transfer classroom learning into a clinical setting. The over-arching question that framed this study was: Does use of clinical cases in case-method instruction (CMI) enhance a nursing student's ability to analyze complex cases critically and increase transfer into real-world contexts? A noncomparative qualitative case study research design was used. Participants were senior level nursing Bachelor of Science Nursing (BSN) students who were enrolled in a high acuity (basic critical care) nursing course in the final semester of their nursing program. A variety of data sources were employed, including: existing documents, questionnaires, observation, interviews, and participant case analysis products. Data collection and analysis were iterative, inductive processes. Content analysis was a major analytic method used throughout the study. Study findings include: (1) in real-world contexts transfer is often imperfect in the novice nurse; (2) in real-world contexts there may be measurable degrees of quality of transfer; (3) there may be identifiable errors in imperfect transfer (for example, errors of omission, fact-understanding, application, and reasoning); and (4) CMI may enhance advanced thinking skills (ATS) in clinical settings.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3259206; ProQuest document ID: 305316774. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
Type | Dissertation |
Acquisition | Proxy-submission |
Review Type | None: Degree-based Submission |
Format | Text-based Document |
Evidence Level | Non-Comparative |
Research Approach | Qualitative Research |
Keywords | Case Method Instruction; Case Analysis; Learning Transfer; Cognitive Flexibility; Nursing Education |
Grantor | University of Kentucky |
Advisor | Mazur, Joan; Anglin, Gary; Smith, Douglas; Danner, Fred |
Level | Doctoral-Other |
Year | 2006 |
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