IRANIAN NURSING STUDENTS' EXPERIENCES OF CASE-BASED LEARNING: A QUALITATIVE STUDY

GHOLAMI, MOHAMMAD and SAKI, MANDANA and TOULABI, TAHEREH TOULABI and KORDESTANI MOGHADAM, PARASTOU and HOSSEIN POUR, AMIR HOSSEIN and DOSTIZADEH, REZA (2017) IRANIAN NURSING STUDENTS' EXPERIENCES OF CASE-BASED LEARNING: A QUALITATIVE STUDY. Journal of Professional Nursing, 33 (3). pp. 241-249.

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Abstract

The purpose of this study was to explore the experiences of undergraduate nursing students of the implementation of case-based learning in an emergency nursing course. The present qualitative study was conducted using the qualitative content analysis method. Participants consisted of 18 third year undergraduate nursing students selected through purposive sampling, which continued until the saturation of the data. Data were collected using semistructured interviews and were analyzed concurrently with their collection through the constant comparison method. The process of data analysis led to the emergence of 4 main themes, including “the continuum of knowledge from production to transfer competence,” “a positive atmosphere of interaction,” “the process of stress relieving,” “the sense of role-playing in professional life,” and the emergence of 12 subthemes signifying participants' experiences and perceptions with regard to the implementation of case-based learning (CBL) in teaching the emergency nursing course. The results of the present study showed that CBL is a stressful but pleasant and empowering experience for Iranian nursing students that develops critical thinking and stress management skills, reinforces peers' potentials, improves diagnostic abilities, and helps acquire professional competencies for use in future practices through the creation of a positive environment. (Index words: Case-based learning; Nursing education; Qualitative research) J Prof Nurs 33:241–249, 2017. © 2016 Elsevier Inc. All rights reserved.

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