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  • 1.
    Andersson, Inger
    et al.
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Nursing science.
    Hofsten, Anna
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Medical science.
    Häggström, Elisabeth
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Nursing science.
    Case seminars open new doors to understanding – students’ experiences of learning2013Conference paper (Refereed)
  • 2.
    Hofsten, Anna
    et al.
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Medical science.
    Andersson, Inger
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Nursing science.
    Häggström, Elisabeth
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Nursing science.
    Case seminars open new doors to understanding: nursing students’ experiences of learning2012Conference paper (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

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