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

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.