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

Area of Science:

• Nursing Education
• Pedagogy
• Evidence-Based Practice

Background:

• Curricula are often content-heavy, posing challenges for nurse educators integrating evidence-based practice (EBP).
• Learner-centered teaching environments are crucial for effective nursing education.
• Traditional methods may not fully engage novice nursing students with EBP concepts.

Purpose of the Study:

• To describe a novel technique using unfolding case studies for teaching EBP to novice nursing students.
• To present a framework for student-generated unfolding case studies based on Kolb's experiential learning theory.
• To evaluate the effectiveness and student reception of this instructional method.

Main Methods:

• Students in small groups collaboratively created complex, realistic unfolding case study scenarios.
• The framework encouraged students to develop their own scenarios rather than faculty assigning them.
• Kolb's experiential learning theory provided the foundation for the case study development process.

Main Results:

• The student-generated unfolding case studies unfolded in surprising and realistic ways.
• This instructional method received positive feedback from undergraduate novice nursing students.
• The framework proved to be a successful and effective strategy for this student population.

Conclusions:

• Student-led development of unfolding case studies is an effective strategy for teaching EBP to novice nurses.
• This learner-centered approach aligns with experiential learning principles.
• Recommendations are provided for educators interested in implementing this innovative teaching technique.