Case Studies & Other Problem-Based Learning Activities

The articles on problem-based learning were good examples of how to use the method of case studies with students, either in a live classroom or online. Collaboration between students led to the increase in critical thinking and problem-solving skills (Choi, 2003; Jauhiainen & Pulkkinen, 2009; Jones, 2008; Oldenburg & Hung, 2010), as well as peer support and teamwork (Jones, 2008; Oldenburg & Hung, 2010).  Case studies could even be used in large classrooms with the students in small groups and the instructor moving around from group to group facilitating.

I think it would be great to include students from other disciplines to incorporate interprofessional learning and cooperation.  As nurses we must be able to work with each other and together with PTs, doctors, RTs, and social services.  Many students of one discipline have no idea what the other disciplines contribute to health care.  Doing case studies together would promote understanding and help students to see each other as resources, not rivals.

These articles included reflective journaling, as well.  Seems to be a frequent theme in the literature!  Of course it fits in nicely with blogging, and students could reflect on what they learned in the case studies on many different levels.  Some questions might include: What new information did you learn about heart failure?    What was something surprising you learned that was not directly related to heart failure? What healthcare professionals might be able to assist this patient and how?

Students could also write about what they thought of the experience and how they felt interacting with other students.  They could write about what they did well and what they would do differently. This kind of reflection helps students to analyze their nursing skills and encourages self-evaluation and goal-setting (Jones, 2008).

These posts become even more useful if students look back over the course of a semester or year and see the log of what they have learned.  I also think if students from different levels could interact and/or see each others' blogs, more insights could be gained.  Another level could be reached if the instructor was willing to share some personal insights or reflections, as well.  I think the Net generation would enjoy this use of social media as opposed to handwriting their thoughts.

References

Choi, H. (2003). A problem-based learning trial on the Internet involving undergraduate nursing         students. Journal of Nursing Education, 42(8), 359–363.

Jauhiainen, A., & Pulkkinen, R. (2009). Problem-based learning and e-learning methods in clinical practice. Studies In Health Technology And Informatics, 146, 572–576.

Jones, M. (2008). Developing clinically savvy nursing students: an evaluation of problem-based learning in an associate degree program. Nursing Education Perspectives, 29(5), 278–283.

Oja, K., J. (2011). Using Problem-Based Learning in the Clinical Setting to Improve Nursing Students’ Critical Thinking: An Evidence Review. Journal of Nursing Education, 50(3), 145–151. doi:10.3928/01484834-20101230-10

Oldenburg, N., & Hung, W. (2010). Problem solving strategies used by RN-to-BSN students in an online problem-based learning course. Journal of Nursing Education, 49(4), 219–222. doi:10.3928/01484834-20091118-01