Revisiting innovative approaches to teaching and learning in nursing programmes: educators’ experiences with the use of a case-based teaching approach at a nursing school
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Date
2014
Journal Title
Journal ISSN
Volume Title
Publisher
Unisa Press
Abstract
Innovative approaches to teaching and learning have been acclaimed by educators in
health care related professions as being more suitable to teaching future professionals,
and to engendering critical thinking, as well as the competencies that are relevant to the
needs of the society. This article focuses on teachers’ concerns about the implementation
of the case-based method of teaching at a school of nursing in the Western Cape, South
Africa. Teachers involved in this method of teaching for at least two years provided
qualitative data through a series of focus group discussions (4 FGDs) organised
according to the different year levels of the nursing programme of the School of
Nursing, so as to be able to contextualise answers to the study questions. The FGDs were
followed by a one-day consensus workshop for all educators involved in case-based
teaching for a shared discussion that concentrated on finding solutions for the future.
Concerns raised included issues about the facilitation role of the teacher; the role of the
student; curriculum alignment; assessment methods; and the role of the environment
in case-based teaching and learning settings. Recommended solutions were aligned to
the identified concerns.
Description
Keywords
Case-based teaching, Teaching approach, Undergraduate nursing, Challenges, Nurse educators, Shared discussions, Environment of teaching
Citation
Adejumo O., Fakude L. Linda N. (2014). Revisiting innovative approaches to teaching and learning in nursing programmes: educators' experiences with the use of a case-based teaching approach at a nursing school, South African Journal of Higher Education, 28(6): 1694-1707