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 new doors to understanding: nursing students’ experiences of learning
University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences. (Medicin)
University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences. (Vårdvetenskap)
University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences. (Vårdvetenskap)
2012 (English)Conference paper, 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

Place, publisher, year, edition, pages
2012.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hig:diva-13015OAI: oai:DiVA.org:hig-13015DiVA: diva2:555894
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: 2012-09-24Bibliographically approved

Open Access in DiVA

No full text

Search in DiVA

By author/editor
Hofsten, AnnaAndersson, IngerHäggström, Elisabeth
By organisation
Department of Health and Caring Sciences
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

Total: 1034 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