hig.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Case seminars open doors to deeper understanding: Nursing students’ experiences of learning
University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Medical science.
University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies. (Induction; Early Childhood Education (ECE)​)
University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Nursing science.
2010 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 30, no 6, p. 533-538Article in journal (Refereed) Published
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 structured seminars. Case seminars in health education have been evaluated, compared and discussed, but descriptions that can help us understand how students learn in the seminars have not previously been published. In a Swedish nursing programme, where case seminars have been used for several years, students were asked to write about their experiences of learning in the seminars. The aim of the present study was to describe this learning process from the students' point of view.

METHOD:

Written data were analysed using content analysis.

FINDINGS:

A theme concerning how the Case Method opens doors to deeper understanding was identified as a thread running through different codes and categories. Students described the importance of new perspectives and their wish to participate in discussions with other students. The students indicated that the structure, which involved pre-prepared cases and writing on the white board, positioned their own knowledge in a wider context and that the learning atmosphere enabled everyone to participate.

CONCLUSIONS:

The Case Method seems to involve students in a way that deepens their understanding and critical thinking.

Place, publisher, year, edition, pages
2010. Vol. 30, no 6, p. 533-538
Keywords [en]
Seminars, Case Method, Student-centred learning, Nursing education
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hig:diva-8715DOI: 10.1016/j.nedt.2009.11.001ISI: 000280627000008PubMedID: 20005608Scopus ID: 2-s2.0-77954534967OAI: oai:DiVA.org:hig-8715DiVA, id: diva2:411570
Available from: 2011-04-18 Created: 2011-04-18 Last updated: 2018-03-13Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textPubMedScopus

Authority records BETA

Hofsten, AnnaGustafsson, ChristinaHäggström, Elisabeth

Search in DiVA

By author/editor
Hofsten, AnnaGustafsson, ChristinaHäggström, Elisabeth
By organisation
Medical scienceCurriculum studiesNursing science
In the same journal
Nurse Education Today
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
pubmed
urn-nbn

Altmetric score

doi
pubmed
urn-nbn
Total: 1015 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf