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Using unfolding case studies to develop critical thinking for Graduate Entry Nursing students: an educational design

Rachel Macdiarmid1, Eamon Merrick2,3, Rhona Winnington4

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Graduate Entry Nursing (GEN) programs utilize problem-based learning and unfolding case studies. A blended approach, incorporating student feedback, is recommended for effective graduate nurse education.

Keywords:
Experiential pedagogyGraduate entry nursingNursing educationProblem-based learningStudentsUnfolding case-study

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Area of Science:

  • Nursing Education
  • Pedagogy in Higher Education

Background:

  • Graduate Entry Nursing (GEN) programs offer an alternative pathway to nurse registration.
  • A problem-based learning approach was employed in a new GEN program to foster critical thinking and clinical reasoning.

Purpose of the Study:

  • To evaluate the design and delivery of course materials for GEN students using authentic learning pedagogy.
  • To explore the perspectives of both GEN students and academic staff on the implemented learning approach.

Main Methods:

  • Educational design research guided the study.
  • An unfolding case study approach was used within an experiential pedagogy framework.
  • Data collection involved semi-structured student interviews and academic staff reflective diaries, analyzed thematically.

Main Results:

  • Students demonstrated self-awareness of learning needs and communicated effectively with staff.
  • Unfolding case studies provided unique learning opportunities for some students, especially when supplemented with diverse resources.
  • Academic staff reflections largely corroborated student experiences.

Conclusions:

  • Gaps in course delivery indicate a need for a blended pedagogical approach in graduate entry nurse education.
  • GEN students' active engagement and communication of learning needs suggest benefits from a co-designed curriculum.