Original Research

Problem-based case study to enhance critical thinking in student nurses

NM Mogale
Curationis | Vol 24, No 3 | a845 | DOI: https://doi.org/10.4102/curationis.v24i3.845 | © 2001 NM Mogale | This work is licensed under CC Attribution 4.0
Submitted: 28 September 2001 | Published: 28 September 2001

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NM Mogale, Department of nursing, Rand Afrikaans University, South Africa

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Abstract

The use of traditional teaching methods, for example the lecture method, does not stimulate critical thinking in student nurses. This problem can be solved by the utilisation of problem-based case study in the classroom/clinical setting. The purpose of this study is to describe guidelines for the implementation of problem-based case study in a clinical setting among first year, comprehensive course students at the Northern Province College of Nursing: Sovenga campus.
The research design of this study was qualitative, explorative, descriptive and contextual and was conducted in the following phases:
Phase 1: The development and implementation of a program for problem-based case study in the clinical setting; Phase II: The experiences of student nurses who were exposed to problem-based case study in the clinical setting; Phase III: The perceptions of tutors regarding the implementation of problem-based case study in the clinical setting (focus group), and;
ase IV: Guidelines for the implementation of problem-based case study.
The data from Phases I, II and III were used to formulate guidelines for the implementation of problem-based case study.
The sample group consisted of all 69 first year student nurses at the Northern Province College of Nursing: Sovenga campus and ten tutors teaching clinical courses at the same campus.
The Tesch (1990) approach is used for data analysis. Nine guidelines for the implementation of a problem-based case study approach were formulated and recommendations for development of an instrument to measure critical thinking in nursing were recommended.

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