Kantar Lina D, Massouh Angela
Rafic Hariri School of Nursing, American University of Beirut, Riad El Solh 1107 2020, PO Box 11 0236, Beirut, Lebanon.
Rafic Hariri School of Nursing, American University of Beirut, Lebanon.
Nurse Educ Today. 2015 Aug;35(8):e8-14. doi: 10.1016/j.nedt.2015.03.010. Epub 2015 Mar 25.
Case-based learning seeks to contextualize learning and to enhance the transition of nurses to practice. This instructional approach is gaining widespread interest in nursing education since the unfolding process emulates the work environment. Case-based learning holds great promise to the development of professional skills. An assumption that was worth researching to determine what those skills are.
This study aimed at exploring perceptions of nursing students who had completed two undergraduate nursing courses using case-based learning to be able to identify professional skills that may be gained by this instructional approach.
The qualitative focus group research technique was used to explore the perceptions of 16 nursing students who used CBL in two adult health nursing courses in the junior year of an undergraduate nursing program in Beirut, Lebanon. The sample was divided into three groups of four to six students each.
Thematic analysis using cross-group analysis and inductive constant comparison.
The analyzed data converged on three learning practices that were developed by the case study approach: (a) recognizing the particulars of a clinical situation, (b) making sense of patient data and informing decisions, and (c) reflection. In-depth analysis of these practices helped unravel four professional attributes that form the tenets of case-based learning: (1) a salience of clinical knowledge, (2) multiple ways of thinking, (3) professional self-concept, and (4) professional caring.
Since professional skills are developmental in nature, educational programs may play an active role in the skill acquisition process. In search of those ineffable skills, four professional attributes emerged from the study findings. Findings support concerns of higher education regarding the ability of the traditional curriculum to meet the expectations of employers at the workplace.
基于案例的学习旨在将学习情境化，并促进护士向实践的过渡。由于这种教学方法的展开过程模仿了工作环境，因此在护理教育中受到了广泛关注。基于案例的学习对专业技能的发展具有巨大潜力。这一假设值得研究，以确定这些技能是什么。
本研究旨在探索完成了两门本科护理课程的护理专业学生对基于案例学习的看法，以便能够识别通过这种教学方法可能获得的专业技能。
采用定性焦点小组研究技术，以探索在黎巴嫩贝鲁特一所本科护理项目大三的两门成人健康护理课程中使用基于案例的学习（CBL）的16名护理专业学生的看法。样本分为三组，每组四至六名学生。
使用跨组分析和归纳性持续比较进行主题分析。
分析的数据集中在案例研究方法所培养的三种学习实践上：（a）认识临床情况的细节，（b）理解患者数据并为决策提供依据，以及（c）反思。对这些实践的深入分析有助于揭示构成基于案例学习原则的四个专业属性：（1）临床知识的突出性，（2）多种思维方式，（3）专业自我概念，以及（4）专业关怀。
由于专业技能本质上是发展性的，教育项目可能在技能获取过程中发挥积极作用。为了寻找那些难以言表的技能，研究结果中出现了四个专业属性。研究结果支持了高等教育对传统课程能否满足职场雇主期望的担忧。
