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Andersson, Inger
Publications (2 of 2) Show all publications
Andersson, I., Hofsten, A. & Häggström, E. (2013). Case seminars open new doors to understanding – students’ experiences of learning. In: : . Paper presented at The second Nordic Forum for Nurse Educators, Gävle, Sweden, 29-31 October 2013.
Open this publication in new window or tab >>Case seminars open new doors to understanding – students’ experiences of learning
2013 (English)Conference paper, Poster (with or without abstract) (Refereed)
Keywords
Case Method, Nursing education, Seminars
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-16075 (URN)
Conference
The second Nordic Forum for Nurse Educators, Gävle, Sweden, 29-31 October 2013
Available from: 2014-01-20 Created: 2014-01-20 Last updated: 2018-03-13Bibliographically approved
Hofsten, A., Andersson, I. & Häggström, E. (2012). Case seminars open new doors to understanding: nursing students’ experiences of learning. Paper presented at AMEE (An international Association for Medical Education), Lyon, France, 26-29 August 2012.
Open this publication in new window or tab >>Case seminars open new doors to understanding: nursing students’ experiences of learning
2012 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Background

The Case Method is a teaching method in which cases from real life inspire students to actively seek knowledge that they discuss in seminars. During seminars, different solutions and ideas are written in a structured way on the white board. Hofsten (2010) described how case seminars in cardiology help nursing students share knowledge and identify possible ways of dealing with patients.

Summary of work

To deepen the understanding of learning in case seminars, we asked students in a very different educational context, psychiatric care, about their experiences. Written narratives from 44 nursing students were analyzed using a content analysis.

Summary of results

The students described the importance of different perspectives and of seeing a context and of learning in a climate that promotes discussions; they felt that the overview on the white board encouraged students to participate. Different categories and the preliminary themes To reflect on thoughts, To give and take, and To see what is said are shown in Figure 1. When we presented these results to the students, most reported recognizing our description of learning situation to a great or very great degree; see Figure 2.

Conclusions

The Case Method seems to involve students in a way that deepens their understanding and this effect seems to be independent of subject or teacher

National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-13015 (URN)
Conference
AMEE (An international Association for Medical Education), Lyon, France, 26-29 August 2012
Available from: 2012-09-21 Created: 2012-09-21 Last updated: 2018-03-13Bibliographically approved
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