1. Instructional Strategy By: Florence Tima, RN Derek Lawson, RN Kristen Taggart, RN John Rigor, RN Wilmington University

2. It is an intensive study of a single group, incident, or community. It is a teaching strategy, which requires learners to draw upon their past experiences. It is also participatory and has action components, which are links to future experience. A case report should include facts regarding the problem, the environmental context, and the characters of the people involved in the case. CASE STUDY

3. EDUCATIONAL THEORY Ground Theory It is a systematic qualitative research methodology It operates almost in a reverse fashion from traditional research Rather than beginning by researching and developing a hypothesis, the first step is data collection The method of study is essentially based on three elements: concepts, categories and propositions, or what was originally called “hypothesis”

4. USAGE OF CASE STUDIES Has been used extensively in the classroom setting in the curricula of law schools. Students learning the profession must study the cases of the past and use them as examples of judicial reasoning. Socratic interrogation is a common method of instruction.

5. USAGE OF CASE STUDIES Medicine, like Law, also uses case studies to train doctors. For example, some medical schools use a problem-based learning curriculum where small groups of students and faculty tutors work through one case after another as they learn about medicine. Group discussion is the instructional method that affects both the cognitive and affective domain.

6. USAGE OF CASE STUDIES Case studies have become so popular in business schools that the model is now known as the “Case Method” which was started at Harvard Business school. In the classroom setting, students are expected to prepare for class discussion by analyzing pertinent background material that led to the decision in the case. The class would then discuss the case in an organized way with the teacher acting as the facilitator.

7. Case Study Teaching: The Lecture Method This instructional strategy was introduced in the 1940’s at Harvard by James Conant, a chemist. He lectured scientific discoveries. In this situation, the student is not an active “puzzle solver”, but an observer of human nature. The instructor is a story teller. The student is the audience.

8. Advantages of Case Studies Promotes critical thinking, problem solving, and decision making Assists in synthesis of content knowledge Active learner participation Can be completed in group or individual setting

9. Disadvantage of Case Studies Content must be factual & relevant to concept Cases must target correct learning level and needs of learner Requires sufficient time for learner to compare their results to actual resolution Requires skilled instructor to facilitate discussion

10. Methods To Adapt Strategy Change case study content to fit learner’s needs Offer option of independent or group setting to complete case study

11. Evaluating the Effectiveness of Case Studies Questionnaire (close questions): These ask for specific answers. Questionnaire (open-ended questions): These allow students to fully explain their views and justify their answers. Interviews & Discussion: Use of a member of staff who is not directly involved in the case study. Independent Evaluator: An independent assessor who meets with the students such as a research assistant

12. CONCLUSION Use of Case Studies Develop Key Skills: Group work – team case study can add to the learning experience Individual Study Skills – good vehicle for encouraging learners independent research outside lecture/tutorial environment Information gathering and analysis – encourage learners to utilize a number of different sources, i.e. Internet, library, lab results and contacting experts in industries

13. Time management skills – require learners to consider how best to carry out the work to be completed to the set deadline and ensures progress is made during case study Presentation skills – requires learners to present their work in a variety of formats, including oral, articles, posters and report presentations Practical skills – involves learners practical work on the components being studied and feedback shows that learners enjoy the hands-on approach Use of Case Studies Develop Key Skills:

14. Armisted, C. (1984). How Useful are Case Studies. Training and Development Journal, 38 (2), 75-77. Bastable, S., & Sulivan, K., Ekle, E., and Sibley, A. (Eds.). (2008). Nurse as educator: Principles of teaching and learning for nursing practice (3rd ed.). Sudbury, MA: Jones and Bartlett Publishers. Boeher, J. (1990). Teaching with cases: Learning to question. New Directions for Teaching and Learning, 42, 41-57. Herreid, C., (1997, November). What is a case? Journal of College Science Teaching. Retrieved on May 31, 2009 from http://ubib.buffalo.edu/libraries/projects/cases/teaching/whatis.html http://ubib.buffalo.edu/libraries/projects/cases/teaching/whatis.html Kreber, C. (2001). Learning Experientially through Case Studies? A Conceptual Analysis Teaching in Higher Education, 6:2, 217-228. References