Using visual inquiry to reveal differences in nursing students' perception of case management

Area of Science:

• Nursing Education
• Pediatric Case Management
• Disability Studies

Background:

• Effective case management is crucial for children with disabilities in community settings.
• Understanding student nurses' perceptions is vital for improving educational strategies.
• Qualitative research can reveal nuanced insights into complex healthcare issues.

Purpose of the Study:

• To explore senior generic nursing students' and practicing registered nurse baccalaureate students' perceptions of case management for community-based children with disabilities.
• To examine differences in these perceptions between the two student groups.
• To utilize the visual inquiry method to understand student perspectives.

Main Methods:

• An exploratory, qualitative study involving 24 senior generic nursing students (GNSs) and 23 practicing registered nurse baccalaureate students (PRNSs).
• The visual inquiry method was employed, where students used words and photographs to depict problem-solving for families with disabled children.
• Data analysis focused on themes emerging from photographic and textual representations.

Main Results:

• All students identified the 'home environment' as a key theme.
• Significant differences emerged: GNSs viewed the home environment as a barrier, while PRNSs saw it as both internal and external.
• PRNSs identified two additional themes not perceived by GNSs, indicating divergent perspectives on case management.

Conclusions:

• Despite literature suggesting no learning differences, this study highlights significant perceptual differences in case management between GNSs and PRNSs.
• The findings suggest that clinical experience influences nursing students' understanding of case management for children with disabilities.
• Educational programs may benefit from incorporating diverse perspectives and experiential learning to bridge these perceptual gaps.