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Nursing Case Studies: Diagnosis, Rationales, Fundamentals

Test your knowledge and clinical investigative skills in trying to diagnose what is going on with the patients presented in each of the Case Study Investigations. Can you come up with the right diagnosis? Case Studies Articles

Case Study: Child With Altered Mental Status

In this Case Study, an 11-year-old child with autism presents by ambulance to the children's hospital with altered mental status, bizarre behavior and fever....

Four Days of Nausea, Vomiting and Fever

What is most important in this case study in which an older Vietnamese woman presents to the ER with fever, nausea and vomiting?

I'm Dizzy, Tired and Can't Remember What I Ate for Lunch

A 74-year-old white male presents to the ED with confusion, fatigue, dizziness, headache and distal right arm paresthesia. Experienced nurses, model your...

Agonizing Pelvic Pain: What's Going On with this 17-year-old? | Ca…

A new case study in which the patient, a 17-yr-old African American female, is having ongoing, excruciating pelvic pain. This case study is based upon the very...

A Fracture from a Fall: What's Going on Here?

A new case study in which a 77 yo white female arrives to the emergency room by taxi with a suspected skull fracture. This topic was suggested by a reader –...

Breathless, Coughing and Run-down: What's Going On? | Case Study

A new case study in which the patient, a 32-yr-old white male presents to a local free clinic with fatigue, moderate dyspnea, and a persistent and...

Suicidal Ideation and Muscle Twitches | Case Study

A new case study in which the patient, a 40 yr-old mixed-race woman presents to her primary care physician with concerns about suicidal ideation. She has some...

Unexplained Diarrhea and Weight Loss: What's going on? | Case Stud…

A new case study in which the patient, a 28 y/o white female presents to a primary care clinic complaining of recurrent diarrhea. She first experienced diarrhea...

Repeat After Me... What's the problem here? | Case Study

A homeless man is brought to the ER by the local police after he is found sitting at a bus stop with a bloody rag pressed to his left knee. The temperature...

Wild Mood Swings and Outbursts of Anger: What's Wrong with this M…

A new case study in which the patient, a 50-yr-old male of mixed race visits his primary care physician with concerns about wild mood swings and outbursts of...

Case Study: Does this Cherokee Woman Have Dementia?

An 85-yr-old Cherokee woman living in a skilled nursing facility has lost weight since admission and won’t socialize or join in activities. She won't...

Case Study: It's a Lump, but is it Breast Cancer?

I am so excited about this Case Study because I feel it will be useful to so many of you! Welcome to a new Case Study in which the patient, a 45-yr-old, white,...

Case Study: Newborn with Vomiting and Diarrhea

A three-day old male infant is brought to the ER by his 22-yr-old mother with vomiting and diarrhea. Diagnostic results will be released upon request, with the...

Case Study: Joint Pain, Rash, Hair Loss - What's Going On?

A new case study in which R.W. presents to her PCP with a cough, mild fever, joint stiffness and pain and a history of rashes, anemia and hair loss.

Case Study: An OB Catastrophe

The following is a case simulation involving a patient initially encountered in Labor and Delivery. While the initial encounter occurred in a specific setting,...

Differential Case Study: Lyme Disease or Covid-19?

Lakeith, a 35-year-old black man living in New York State, presents with a fever of 101 degrees F. He is concerned he might have contracted Covid-19. Based upon...

Case Study: Sudden Severe Pain

A new case study in which the patient, D.C., a 52-year-old, white, married college professor wakes up to severe and intensifying pain. Though the coronavirus...

Case Study: Unexplained Bruises

Karen brings her daughter, Ann into the pediatric clinic stating, "She's just been so tired lately. All she wants to do is sleep and she’s got no appetite....

Case Study: What's Causing This Cough?

A new case study in which the patient, H.T. an 82-year-old Hispanic man presents to his primary care clinic with cough, malaise and confusion. How well do you...

Case Study(CSI): Stomach flu? Anxiety? What's Going on Here?

A new case study in which the patient, A.W. a 65-year-old African American woman presents to her primary care clinic with unspecified complaints. She told the...

Case Study: I'm too tired to walk the dog...

A new case study in which the patient, T.K. a 51-year-old woman who has finally taken a staycation, doesn’t have enough energy to walk her dog. You’re the...

Case Study: My Stomach Hurts

It's late in the day on a beautiful Saturday in late summer. You are finishing up your shift at a local urgent care clinic when a 28-year-old, white male comes...

Case Study: Trust Your Gut? A Fecal Transplant Could Change Your L…

Fecal Microbial Transplant (FMT) is a well-accepted practice for the treatment of C. diff, however in the U.S. it is still typically used only after multiple...

Case Study: Magic Mushrooms as Medicine? Mind-Body Connection Pt. …

Can "tripping" cure depression? Can LSD reduce chronic anxiety? This article explores the use of psychedelics to treat mental illness. Read on to find links for...

Case Study: Does Childhood Abuse Prevent Weight Loss? Pt. 2

This is an important topic for nurses. We need to understand the connection between childhood trauma and mind/body issues to build trust with patients and...

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Nursing Case Study Examples and Solutions

NursingStudy.org is your ultimate resource for nursing case study examples and solutions. Whether you’re a nursing student, a seasoned nurse looking to enhance your skills, or a healthcare professional seeking in-depth case studies, our comprehensive collection has got you covered. Explore our extensive category of nursing case study examples and solutions to gain valuable insights, improve your critical thinking abilities, and enhance your overall clinical knowledge.

Comprehensive Nursing Case Studies

Discover a wide range of comprehensive nursing case study examples and solutions that cover various medical specialties and scenarios. These meticulously crafted case studies offer real-life patient scenarios, providing you with a deeper understanding of nursing practices and clinical decision-making processes. Each case study presents a unique set of challenges and opportunities for learning, making them an invaluable resource for nursing education and professional development.

• Nursing Case Study Analysis [10 Examples & How-To Guides] What is a case study analysis? A case study analysis is a detailed examination of a specific real-world situation or event. It is typically used in business or nursing school to help students learn how to analyze complex problems and make decisions based on limited information.
• State three nursing diagnoses using taxonomy of North American Nursing Diagnosis Association (NANDA) that are appropriate, formatted correctly, prioritized, and are based on the case study. NUR 403 Week 2 Individual Assignment Case Study comprises: Resources: The case study found on p. 131 in Nursing Theory and the Case Study Grid on the Materials page of the student website Complete the Case Study Grid. List five factors of patient history that demonstrates nursing needs. 
• Neuro Case Study
• Endocrine Case Study
• Anxiety & Depression Case Study
• Ethical dilemma
• A Puerto Rican Woman With Comorbid Addiction
• Tina Jones Comprehensive SOAP Note
• Insomnia 31 year old Male
• Chest Pain Assessment

Pediatric Nursing Case Studies

In this section, delve into the world of pediatric nursing through our engaging and informative case studies. Gain valuable insights into caring for infants, children, and adolescents, as you explore the complexities of pediatric healthcare. Our pediatric nursing case studies highlight common pediatric conditions, ethical dilemmas, and evidence-based interventions, enabling you to enhance your pediatric nursing skills and deliver optimal care to young patients.

• Case on Pediatrics : Part 1& 2 Solutions
• Pediatric Infant Reflux : History and Physical – Assignment 1 Solution
• Otitis Media Pediatrics Toddler – NSG 5441 Reflection Assignment/Discussion – Solution
• Pediatric Patient With Strep – NSG 5441 Reflection Assignment/Discussion
• Pediatric Urinary Tract infections (UTI) -NSG 5441 Reflection Assignment/Discussion – Solution
• Week 3 discussion-Practical Application in critical care/pediatrics
• Cough Assessmen t

Mental Health Nursing Case Study Examples 

Mental health nursing plays a crucial role in promoting emotional well-being and providing care for individuals with mental health conditions. Immerse yourself in our mental health nursing case studies, which encompass a wide range of psychiatric disorders, therapeutic approaches, and psychosocial interventions. These case studies offer a holistic view of mental health nursing, equipping you with the knowledge and skills to support individuals on their journey to recovery.

• Psychiatric Nursing: Roles and Importance in Providing Mental Health Care
• Mental Health Access and Gun Violence Prevention
• Fundamentals of neurotransmission as it relates to prescribing psychotropic medications for clients with acute and chronic mental health conditions – Unit 8 Discussion – Reflection
• Unit 7 Discussion- Complementary and Alternative Medicine in Mental Health Care – Solution
• Ethical and Legal Foundations of PMHNP Care Across the Lifespan Assignment – Analyze salient ethical and legal issues in psychiatric-mental health practice | Solution
• Pathways Mental Health Case Study – Review evaluation and management documentation for a patient and perform a crosswalk of codes – Solution
• Analyze salient ethical and legal issues in psychiatric-mental health practice
• SOAP notes for Mental Health Examples
• compare and contrast two mental health theories
•   Environmental Factors and Health Promotion Presentation: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants

Geriatric Nursing Case Studies

As the population ages, the demand for geriatric nursing expertise continues to rise. Our geriatric nursing case studies focus on the unique challenges faced by older adults, such as chronic illnesses, cognitive impairments, and end-of-life care. By exploring these case studies, you’ll develop a deeper understanding of geriatric nursing principles, evidence-based gerontological interventions, and strategies for promoting optimal health and well-being in older adults.

• M5 Assignment: Elderly Driver
• HE003: Delivery of Services – Emmanuel is 55-year-old man Case – With Solution The Extent of Evidence-Based Data for Proposed Interventions – Sample Assignment 1 Solution
• Planning Model for Population Health Management Veterans Diagnosed with Non cancerous chronic pain – Part 1 & 2 Solutions
• PHI 413 Case Study Fetal Abnormality Essay
• Insomnia Response and Insomnia
• Analysis of a Pertinent Healthcare Issue: Short Staffing
• Paraphrenia as a Side of the Schizophrenia – Week 4 Solution
• Module 6 Pharm Assignment: Special Populations
• Public Health Nursing Roles and Responsibilities in Disaster Response – Assignment 2 Solution
• Theory Guided Practice – Assignment 2 Solution
• How can healthcare facilities establish a culture of safety – Solution
• Discuss the types of consideration a nurse must be mindful of while performing a health assessment on a geriatric patient as compared to a middle-aged adult – Solution
• Promoting And Protecting Vulnerable Populations – Describe what is meant by vulnerable populations and explain strategies you, as the public health nurse, could use to best facilitate the achievement of healthful outcomes in this population? 

Community Health Nursing Case Studies

Community health nursing plays a vital role in promoting health, preventing diseases, and advocating for underserved populations. Dive into our collection of community health nursing case studies, which explore diverse community settings, public health issues, and population-specific challenges. Through these case studies, you’ll gain insights into the role of community health nurses, interdisciplinary collaboration, health promotion strategies, and disease prevention initiatives.

• Community and Target Aggregate: Residents of the community health center, particularly those aged 65 and above Topic: Secondary Prevention/Screenings for a Vulnerable Population
• Tools For Community Health Nursing Practice2
• 5 Theories in Community Health Nursing: A Complete Guide
• Role of community health nursing and community partnerships as they apply to the participating family’s community – Assignment 1 Solution
• Community/Public Health Nursing DQ2
• CSU-Community healthcare Presentation – Assignment 1 Solution
• Community Healthcare Presentation – Domestic Violence And Level Of Prevention – Solution

Critical Care Nursing Case Study Examples 

Critical care nursing demands swift decision-making, advanced technical skills, and the ability to provide intensive care to acutely ill patients. Our critical care nursing case studies encompass a range of high-acuity scenarios, including trauma, cardiac emergencies, and respiratory distress. These case studies simulate the fast-paced critical care environment, enabling you to sharpen your critical thinking skills, enhance your clinical judgment, and deliver exceptional care to critically ill patients.

• Nursing Case Study Parkinsons Disease
• Nursing Case Study: Patient with Drug and Alcohol Induced Paranoid Schizophrenia
• Neonatal Hypothermia and Neonatal Sepsis: Nursing Case Study
• Chronic Obstructive Pulmonary Disease Nursing Case Study

Maternal and Child Health Nursing Case Study Examples

The field of maternal and child health nursing requires specialized knowledge and skills to support the health and well-being of women and children throughout their lifespan. Explore our collection of maternal and child health nursing case studies, which encompass prenatal care, labor and delivery, postpartum care, and pediatric nursing. These case studies provide a comprehensive view of maternal and child health, allowing you to develop expertise in this essential area of nursing practice.

You can also check out Patient Safety in High-Tech Settings PICOT Questions Examples

Surgical Nursing Case Studies

Surgical nursing involves caring for patients before, during, and after surgical procedures. Our surgical nursing case studies cover a wide range of surgical specialties, including orthopedics, cardiovascular, and gastrointestinal surgeries. Delve into these case studies to gain insights into preoperative assessment, perioperative management, and postoperative care. By examining real-life surgical scenarios, you’ll develop a comprehensive understanding of surgical nursing principles and refine your skills in providing exceptional care to surgical patients.

• Discuss DI in relation to a postoperative neurosurgical patient – Week 2, 3, 4 Solution
• DISCUSSION WK 3
• Career Planning & Professional Identity Paper
• N ursing Case Analysis
• Ethical Dilemma on Robotic Surgery and ACS Codes of Ethics – Post 2
• NURS – 6521C Advanced Pharmacology
• Essay on Alterations in Neurological and Endocrine Functions
• Clinical Preparation Tool – Child and Adolescent Symptom Inventory – Unit
• Initial Psychiatric Interview/SOAP Note – Assignment 1 Solution
• Current Trends in Nursing Practice: Electronic Prescriptions for Opioids – Week 4 Solution
• Nurse-Sensitive Indicators -Week 3 Solution
• Theory–Practice Gap in Jean Watson Theory of Human Caring – Assignment 1 Solution
• Bowel Obstruction Case Video Presentation – Week 4 Solution
• Appendicitis SOAP Note – Sample SOAP Solution 1
• Week 4: GERD SOAP Note Assignment Solution

Obstetric Nursing Case Study

Obstetric nursing focuses on providing care to women during pregnancy, childbirth, and the postpartum period. Our obstetric nursing case studies explore various aspects of prenatal care, labor and delivery, and postpartum recovery. Gain valuable knowledge about common obstetric complications, evidence-based interventions, and strategies for promoting maternal and fetal well-being. These case studies will enhance your obstetric nursing skills and prepare you to deliver compassionate and competent care to expectant mothers.

• Capstone Proposal: Postpartum Hemorrhage Education To Nursing Students
• Progress Evaluation Telecommunication: Teleconference on Post-Partum Hemorrhage
• Case Study 5.2 the Moral and Ethical Questions of Aborting an Anencephalic Baby
• Holistic intervention plan design to improve the quality of outcomes – Problem Statement (PICOT)
• ADV HEALTH ASSESSMENT: TJ a 32-year-old pregnant lesbian, is being seen for an annual physical exam and has been having vaginal discharge – Solution
• Facilitative Communication and Helping Skills in Nursing & Decision Making Assignment Solution
• Benchmark – Evidence-Based Practice Proposal Paper Example
• Three nursing diagnoses for this client based on the health history and screening (one actual nursing diagnosis, one wellness nursing diagnosis, and one “risk for” nursing diagnosis)
• Identify two or more issues with the existing system
• Differences between inpatient and outpatient coding

Nursing Ethics Case Study

Ethical dilemmas are an inherent part of nursing practice. Our nursing ethics case studies shed light on complex ethical issues that nurses encounter in their daily work. Explore thought-provoking scenarios involving patient autonomy, confidentiality, end-of-life decisions, and resource allocation. By examining these case studies, you’ll develop a deeper understanding of ethical principles, ethical decision-making frameworks, and strategies for navigating ethical challenges in nursing practice.

• Ethics in Complementary Therapies
• Ethics Case Study Analysis
• Ethics in Practice
• Ethical Dilemma on Robotic Surgery and ACS Codes of Ethics – Post 1
• Case Study on Biomedical Ethics in the Christian Narrative
• Academic Success and Professional Development Plan Part 2: Strategies to Promote Academic Integrity and Professional Ethics
• Week 9 Assignment 9.1: Mercy Killing Ethics – Using one theory that you have studied that you agree with and one theory that you disagree with, describe how Officer Jones would act in each case – Solution
• Deliverable 4 – Code of Ethics Intake Packet
• Ethics in the Workplace
• code of ethics for nurses
• Applying the ANA Code of Ethics

Health Promotion Case Study

Community health promotion plays a crucial role in improving the health and well-being of populations. Our community health promotion case studies highlight successful initiatives aimed at preventing diseases, promoting healthy lifestyles, and addressing social determinants of health. Explore strategies for community engagement, health education, and collaborative interventions that make a positive impact on the well-being of individuals and communities.

• Health Promotion in Minority Populations
• Environmental Factors and Health Promotion Presentation: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants
• Health Education And Current Challenges For Family-Centered Health Promotion
• Cultural Competence And Nutrition In Health Promotion
• Why is the concept of family health important? Consider the various strategies for health promotion.
• levels of health promotion
• Integrate evidence from research and theory into discussions of practice competencies, health promotion and disease prevention strategies, quality improvement, and safety standards.
• Discuss various theories of health promotion, including Pender’s Health Promotion Model, the Health Belief Model, the Transtheoretical Theory, and the Theory of Reasoned Action.
• What strategies, besides the use of learning styles, can a nurse educator consider when developing tailored individual care plans, or for educational programs in health promotion?
• Describe health promotion for Pregnant women
• Identify a health problem or need for health promotion for a particular stage in the life span of a population from a specific culture in your area. Choose one of the Leading Health Indicators (LHI) priorities from Healthy People 2020: https://www.healthypeople.gov/2020/Leading-Health-Indicators
•   A description of a borrowed theory (expectancy-value theory and social cognitive theory) that could be applied to improve health promotion patient education in primary care clinic. Is this borrowed theory appropriate?
• How has health promotion changed over time
• Primary Prevention/Health Promotion
• Health Risk Assessment and Health Promotion Contract

Nursing Leadership Case Studies

Nursing leadership is essential for driving positive change and ensuring high-quality patient care. Our nursing leadership case studies examine effective leadership strategies, change management initiatives, and interprofessional collaboration in healthcare settings. Gain insights into the qualities of successful nurse leaders, explore innovative approaches to leadership, and learn how to inspire and motivate your team to achieve excellence in nursing practice.

• Part 3: Nursing Leadership – Childbearing after menopause – Assignment Solution
• Capstone Project Ideas for Nursing Leadership
• The purpose of this assignment is to examine the impact of contemporary challenges in care delivery facing nursing leadership. Select and research a major issue in the delivery of care facing nurse leaders today and write a 1,250-1,500 word paper addressing the following:
• One nursing theory will be presented as a framework to resolve a problem occurring within one of the professional areas of leadership, education, informatics, healthcare policy or advance clinical practice.  The same nursing theory selected in Assignment One may be used to resolve the identified problem. 
• Module 6: Change and Leadership in Nursing Education – Professional Development
• Module 6: Change and Leadership in Nursing Education – Critical Thinking
• Module 6: Change and Leadership in Nursing Education – Discussion
• Analyze one of the following concepts: “Advanced Practice Nursing,” “Leadership in Nursing Practice” or “Holistic Nursing Practice”
• Nursing Administration Function: A Comprehensive Guide for Nursing Students
• Theory and Leadership
• NUR-514: Organizational Leadership and Informatics
• Leadership: Workplace Environment Assessment
• Professional Development in Nursing – Topic 3 Assignment Solution
• Leadership Change Framework – Week 8 Assignment Solution

At NursingStudy.org, we strive to provide you with a comprehensive collection of nursing case study examples and solutions that align with the best practices recommended by YOAST and RankMath. By exploring these diverse case studies, you’ll enhance your clinical knowledge, critical thinking abilities, and overall understanding of nursing practice. Take advantage of this valuable resource and elevate your nursing skills to new heights.

Remember, success in nursing begins with knowledge and continues with lifelong learning. Explore our nursing case study examples and solutions today and embark on a journey of professional growth and excellence.

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Nursing Case Studies with Answers

Explore Nursing Case Studies with Answers and examples in Carepatron's free downloadable PDF. Enhance your nursing knowledge and prepare for exams with practical scenarios.

By Wynona Jugueta on Jun 20, 2024.

Fact Checked by Ericka Pingol.

What is a case study?

A case study in medicine is a detailed report of a patient's experience with a disease, treatment, or condition. It typically includes the patient's medical history, symptoms, diagnostic tests, treatment course, and outcome.

Some key things to know about medical case studies template. First, they delve deep into the specifics of a single case, providing a rich understanding of a particular medical situation.

Medical professionals use case studies to learn about rare diseases, unusual presentations of common conditions, and the decision-making process involved in complex cases.

Case studies can identify exciting areas for further investigation through more rigorous clinical trials. While informative, they can't be used to develop general treatment guidelines because they only focus on a single case.

Overall, medical case studies are valuable tools for medical education and research, offering insights into human health and disease complexities.

Printable Nursing Case Studies with Answers

Download this Nursing Case Studies with Answers to analyze complex clinical situations, identify priority needs, and develop effective care plans tailored to individual patients.

What is in a nursing case study?

A nursing case study is a detailed examination of a patient's health condition, treatment plan, and overall care journey, specifically from the perspective of nursing practice. These case studies are essential components of nursing education and professional development, providing valuable insights into clinical scenarios and patient care experiences.

In a case nursing study template, various elements are typically included to comprehensively understand the patient's situation. First and foremost, the case study outlines the patient's demographic information, including age, gender, medical history, and presenting symptoms. This demographic overview sets the stage for understanding the context in which healthcare interventions occur.

Moreover, nursing case studies often delve into the nursing assessment process, highlighting the initial and ongoing assessments nurses conduct to gather relevant patient health status data. These assessments involve physical examinations, vital sign monitoring, and assessment tools to identify potential health issues and risk factors.

Critical thinking skills are essential in nursing case studies, as they enable nurses to analyze complex clinical situations, identify priority needs, and develop effective care plans tailored to individual patients. Nursing students and experienced nurses use case studies as opportunities to enhance their critical thinking abilities and clinical decision-making processes.

Nursing case studies serve several vital purposes within healthcare education and professional practice, whether they are a primary care physician or a group of nursing students. Let's explore each purpose in detail:

Enhancing clinical reasoning skills

One primary purpose of nursing case studies is to enhance nursing students' and practicing nurses' clinical reasoning skills. By presenting realistic patient scenarios, case studies challenge individuals to analyze clinical data, interpret findings, and develop appropriate nursing interventions. This process promotes critical thinking and problem-solving abilities essential for effective nursing practice.

Applying theoretical knowledge to practice

Nursing case studies provide a bridge between theoretical knowledge and practical application. They allow nursing students to apply concepts learned in the classroom to real-world patient care situations. By engaging with case studies, students can integrate theoretical principles with clinical practice, gaining a deeper understanding of nursing concepts and their relevance to patient care.

Facilitating interdisciplinary collaboration

Another purpose of nursing case studies is to facilitate interdisciplinary collaboration among healthcare professionals. Nurses often collaborate with physicians, specialists, therapists, and other team members in complex patient cases to deliver comprehensive care. Case studies offer opportunities for nurses to explore collaborative decision-making processes, communication strategies, and teamwork dynamics essential for providing quality patient care.

Promoting evidence-based practice

Nursing case studies are crucial in promoting evidence-based practice (EBP) within nursing and healthcare settings. Nurses can make informed decisions about patient care interventions by analyzing patient scenarios and considering current research evidence. Case studies encourage nurses to critically evaluate research findings, clinical guidelines, and best practices to ensure the delivery of safe, effective, and patient-centered care.

Fostering professional development

Engaging with nursing case studies contributes to the ongoing professional development of nurses at all stages of their careers. For nursing students, case studies provide valuable learning experiences that help prepare them for clinical practice. For experienced nurses, case studies offer opportunities to refine clinical skills, stay updated on emerging healthcare trends, and reflect on past experiences to improve future practice.

How to write a nursing case study?

Writing a nursing case study involves several essential steps to ensure accuracy, relevance, and clarity. Let's break down the process into actionable steps:

Step 1: Select a patient case

Begin by selecting a patient case that presents a relevant and compelling healthcare scenario. Consider factors such as the patient's demographic information, medical history, presenting symptoms (e.g., joint stiffness, pain), and healthcare needs (e.g., medication administration, vital signs monitoring). Choose a case that aligns with your learning objectives and offers meaningful analysis and discussion opportunities.

Step 2: Gather relevant data

Collect comprehensive data about the selected patient case, including medical records, test results, nursing assessments, and relevant healthcare documentation. Pay close attention to details such as the patient's current health status, past medical history (e.g., diabetes), treatment plans, and any ongoing concerns or challenges. Utilize assessment tools and techniques to evaluate the patient's condition thoroughly and identify areas of clinical significance.

Step 3: Assess the patient's needs

Based on the gathered data, evaluate the patient's needs, considering physical, emotional, social, and environmental factors. Assess the patient's pain levels, mobility, vital signs, and other relevant health indicators. Identify any potential complications, risks, or areas requiring immediate attention. Consider the patient's preferences, cultural background, and individualized care requirements in your assessment.

Step 4: Formulate nursing diagnoses

Formulate nursing diagnoses that accurately reflect the patient's health needs and priorities based on your assessment findings. Identify actual and potential nursing diagnoses related to the patient's condition, considering factors such as impaired mobility, ineffective pain management, medication adherence issues, and self-care deficits. Ensure your nursing diagnoses are specific, measurable, achievable, relevant, and time-bound (SMART).

Step 5: Develop a care plan

Develop a comprehensive care plan outlining the nursing interventions and strategies to address the patient's identified needs and nursing diagnoses. Prioritize interventions based on the patient's condition, preferences, and care goals. Include evidence-based nursing interventions to promote optimal health outcomes, manage symptoms, prevent complications, and enhance the patient's overall well-being. Collaborate with other healthcare professionals as needed to ensure coordinated care delivery.

Step 6: Implement and evaluate interventions

Implement the nursing interventions outlined in the care plan while closely monitoring the patient's response to treatment. Administer medications, provide patient education, perform nursing procedures, and coordinate care activities to effectively meet the patient's needs. Continuously evaluate the effectiveness of interventions, reassessing the patient's condition and adjusting the care plan as necessary. Document all interventions, observations, and outcomes accurately and comprehensively.

Step 7: Reflect and seek assistance

Reflect on the nursing case study process, considering what worked well, areas for improvement, and lessons learned. Seek assistance from nursing instructors, preceptors, or colleagues if you encounter challenges or have concerns about the patient's care. Collaborate with interdisciplinary team members to address complex patient issues and ensure holistic care delivery. Continuously strive to enhance your nursing practice through ongoing learning and professional development.

Nursing Case Studies with Answers example (sample)

Below is an example of a nursing case study sample created by the Carepatron team. This sample illustrates a structured framework for documenting patient cases, outlining nursing interventions, and providing corresponding answers to guide learners through the analysis process. Feel free to download the PDF and use it as a reference when formulating your own nursing case studies.

Download this free Nursing Case Studies with Answers PDF example here 

Examples of a nursing case study

Let's explore a few other examples of nursing case studies to illustrate how they are developed and analyzed:

Case study 1: management of chronic pain in elderly patients

• Scenario : Mrs. Smith, a 75-year-old woman, is admitted to the hospital with complaints of chronic pain in her lower back and joints. She has a history of osteoarthritis and hypertension. Mrs. Smith reports difficulty performing activities of daily living due to her pain, which has been progressively worsening over the past year.
• Assessment : Nursing assessment reveals a limited range of motion, joint stiffness, and increased blood pressure readings. Mrs. Smith's pain is rated 7 out of 10 on the scale. Vital signs are within normal limits except for elevated blood pressure.
• Diagnosis : Nursing diagnosis includes "Chronic Pain related to osteoarthritis and impaired mobility" and "Activity Intolerance related to pain and limited joint mobility."
• Interventions : Nursing interventions focus on pain management strategies such as administering analgesic medications, providing heat therapy, and assisting with gentle exercise. Patient education is provided on proper body mechanics and joint protection techniques.
• Evaluation : Mrs. Smith's pain is reassessed regularly, and interventions are adjusted based on her response. Progress notes indicate a reduction in pain intensity, improved mobility, and increased participation in activities of daily living. Blood pressure readings are monitored closely to ensure optimal management of hypertension.

Case Study 2: family-centered care for a child with chronic illness

• Scenario : Johnny, a 6-year-old boy with cystic fibrosis, is admitted to the pediatric unit for respiratory exacerbation. His parents express concerns about managing his condition at home and coping with the emotional impact of his illness on the family.
• Assessment : Nursing assessment reveals decreased lung function, persistent cough, and increased respiratory rate. Johnny's parents report feeling overwhelmed and anxious about his health.
• Diagnosis : Nursing diagnosis includes "Ineffective Airway Clearance related to thick, tenacious secretions" and "Anxiety related to managing a child with chronic illness."
• Interventions : Nursing interventions focus on airway clearance techniques, respiratory treatments, and emotional support for Johnny and his family. Nursing staff facilitate support groups for families of children with chronic illnesses to provide mutual support and share coping strategies.
• Evaluation : Johnny's respiratory status is monitored closely, and interventions are implemented to improve airway clearance. Respiratory treatments are administered as prescribed, and progress is documented in the medical record. Johnny's parents report feeling more confident in managing his care at home and express appreciation for the support received from the healthcare team.

Why use Carepatron as your nursing software?

Carepatron stands out as a comprehensive and reliable solution for nursing professionals seeking efficient and streamlined workflows in their practice. With a range of features tailored to the needs of nurses and healthcare teams, Carepatron offers unparalleled support and functionality for managing various aspects of patient care.

Nurse scheduling software

One of the key advantages of Carepatron is its nurse scheduling software, which simplifies the process of creating and managing schedules for nursing staff. With intuitive scheduling tools and customizable options, nurses can easily coordinate shifts, manage availability, and ensure adequate staffing levels to meet patient needs effectively.

Telehealth platform

In addition, Carepatron offers a robust telehealth platform that facilitates remote patient monitoring, virtual consultations, and telemedicine services. This feature enables nurses to provide continuity of care beyond traditional healthcare settings, reaching patients in remote areas or those unable to attend in-person appointments.

Clinical documentation software

Furthermore, Carepatron's clinical documentation software streamlines the documentation process, allowing nurses to easily capture patient data, record assessments, and document interventions. The platform supports accurate and efficient documentation practices, ensuring compliance with regulatory standards and promoting continuity of care across healthcare settings.

Commonly asked questions

In clinical terms, a case study is a detailed examination of a patient's medical history, symptoms, diagnosis, treatment, and outcomes, typically used for educational or research purposes.

Case studies are essential in nursing as they provide real-life scenarios for nurses to apply theoretical knowledge, enhance critical thinking skills, and develop practical clinical reasoning and decision-making abilities.

Case studies in nursing education offer benefits such as promoting active learning, encouraging problem-solving skills, facilitating interdisciplinary collaboration, and fostering a deeper understanding of complex healthcare situations.

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Faculty Case Studies

The purpose of this project was to develop a repository of NextGen NCLEX case studies that can be accessed by all faculty members in Maryland.

Detailed information about how faculty members can use these case students is in this PowerPoint document .

The case studies are in a Word document and can be modified by faculty members as they determine. 

NOTE: The answers to the questions found in the NextGen NCLEX Test Bank  are only available in these faculty case studies. When students take the Test Bank questions, they will not get feedback on correct answers. Students and faculty should review test results and correct answers together.

The case studies are contained in 4 categories: Family (13 case studies), Fundamentals and Mental Health (14 case studies) and Medical Surgical (20 case studies). In addition the folder labeled minireviews contains PowerPoint sessions with combinations of case studies and standalone items. 

Family  ▾

• Attention Deficit Hyperactivity Disorder - Pediatric
• Ectopic Pregnancy
• Febrile Seizures
• Gestational Diabetes
• Intimate Partner Violence
• Neonatal Jaundice
• Neonatal Respiratory Distress Syndrome
• Pediatric Hypoglycemia
• Pediatric Anaphylaxis
• Pediatric Diarrhea and Dehydration
• Pediatric Intussusception
• Pediatric Sickle Cell
• Postpartum Hemmorhage
• Poststreptococcal Glomerulonephritis Pediatric
• Preeclampsia

Fundamentals and Mental Health  ▾

• Abdominal Surgery Postoperative Care
• Anorexia with Dehydration
• Catheter Related Urinary Tract Infection
• Deep Vein Thrombosis
• Dehydration Alzheimers
• Electroconvulsive Therapy
• Home Safety I
• Home Safety II
• Neuroleptic Maligant Syndrome
• Opioid Overdose
• Post Operative Atelectasis
• Post-traumatic Stress
• Pressure Injury
• Substance Use Withdrawal and Pain Control
• Suicide Prevention
• Tardive Dyskinesia
• Transfusion Reaction
• Urinary Tract infection

Medical Surgical  ▾

• Acute Asthma
• Acute Respiratory Distress
• Breast Cancer
• Chest Pain (MI)
• Compartment Syndrome
• Deep Vein Thrombosis II
• End Stage Renal Disease and Dialysis
• Gastroesphageal Reflux
• Heart Failure
• HIV with Opportunistic Infection
• Ketoacidosis
• Liver Failure
• Prostate Cancer
• Spine Surgery
• Tension Pneumothorax
• Thyroid Storm
• Tuberculosis

Community Based  ▾

Mini Review  ▾

• Comprehensive Review
• Fundamentals
• Maternal Newborn Review
• Medical Surgical Nursing
• Mental Health Review
• Mini Review Faculty Summaries
• Mini Review Training for Website
• Mini Reviews Student Worksheets
• Pediatric Review

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Teaching Concepts to Nursing Students Using Model Case Studies, the Venn Diagram, and Questioning Strategies

Vacek, Jenny; Liesveld, Judy

About the Authors Jenny Vacek, MSN, RN, is a principal lecturer, College of Nursing, University of New Mexico, Albuquerque, New Mexico. Judy Liesveld, PhD, PPCNP-BC, RN, is associate dean of education and innovation, College of Nursing, University of New Mexico. The authors thank Anne Mattarella for her help in editing this article. For more information, contact Ms. Vacek at [email protected] .

The authors have declared no conflict of interest.

Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal’s website ( www.neponline.net ).

Teaching nursing students to use clinical judgment is integral to successful student outcomes. Conceptual learning is at the forefront of nursing education to help students transfer didactic learning to clinical settings where clinical judgment is practiced. This article proposes the use of three interactive teaching/learning methods — model case studies, the Venn diagram, and questioning strategies — as methods to help nursing students think conceptually, that is, to think like a nurse. The concept of gas exchange is presented as an example of how these teaching/learning methods can be used; these methods are applicable to any nursing concept.

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Nursing Case Study

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ScienceDirect posted a nursing ethics case study where an end-stage prostate cancer patient, Mr. Green, confided to nursing staff about his plan to commit suicide. The patient asked the nurse to keep it a secret. The ethical problem is whether the nurse should tell the health care team members about the patient’s thought without his permission. The best ethical decision for this nursing case study was to share this critical information with other health care professionals, which was the action the nurse took. The team adhered to the proper self-harm and suicide protocol. The appropriate team performed a palliative therapy. As a result, the patient didn’t harm himself and died peacefully a few months after he was discharged.

What Is a Nursing Case Study? A nursing case study is a detailed study of an individual patient. Through this type of research, you can gain more information about the symptoms and the medical history of a patient. It will also allow you to provide the proper diagnoses of the patient’s illness based on the symptoms he or she experienced and other affecting factors. Nursing students usually perform this study as part of their practicum, making it an essential experience because, through this research methodology , they can apply the lessons they have learned from school. The situation mentioned above was an excellent example of a nursing case study.

Nursing Case Study Format

1. introduction.

Purpose: Briefly introduces the case study, including the main health issue or condition being explored. Background: Provides context for the patient scenario, outlining the significance of the case in nursing practice. Objectives: Lists the learning objectives or goals that the case study aims to achieve.

2. Patient Information

Demographics: Age, gender, ethnicity, and relevant personal information. Medical History: Past medical history, including any chronic conditions, surgeries, or significant health events. Current Health Assessment: Presents the patient’s current health status, including symptoms, vital signs, and results from initial examinations.

3. Case Description

Clinical Presentation: Detailed description of the patient’s presentation, including physical examination findings and patient-reported symptoms. Diagnostic Findings: Summarizes diagnostic tests that were performed, including lab tests, imaging studies, and other diagnostic procedures, along with their results. Treatment Plan: Outlines the initial treatment provided to the patient, including medications, therapies, surgeries, or other interventions.

4. Nursing Care Plan

Nursing Diagnoses: Identifies the nursing diagnoses based on the assessment data. Goals and Outcomes: Establishes short-term and long-term goals for the patient’s care, including expected outcomes. Interventions: Describes specific nursing interventions planned or implemented to address each nursing diagnosis and achieve the stated goals. Evaluation: Discusses the effectiveness of the nursing interventions, including patient progress and any adjustments made to the care plan.

5. Analysis

Critical Analysis: Analyzes the case in depth, considering different aspects of patient care, decision-making processes, and the application of nursing theories and principles. Reflection: Reflects on the nursing practice, lessons learned, and how the case study has impacted the understanding and application of nursing knowledge.

6. Conclusion

Summary: Provides a concise summary of the key points from the case study, including the patient outcome and the nursing care impact. Implications for Practice: Discusses the implications of the case for nursing practice, including any changes to practice or policy that could improve patient care. Recommendations: Offers recommendations for future care or areas for further study based on the case study findings.

Examples of Nursing Case Study

Management of Acute Myocardial Infarction (AMI) Introduction: A 58-year-old male with a history of hypertension and smoking presents to the emergency department with chest pain. This case study explores the nursing management for patients with AMI. Patient Information: Demographics: 58-year-old male, smoker. Medical History: Hypertension, no previous diagnosis of heart disease. Current Health Assessment: Reports severe chest pain radiating to his left arm, sweating, and nausea. Case Description: Clinical Presentation: Patient appeared in distress, clutching his chest. Diagnostic Findings: ECG showed ST-elevation in anterior leads. Troponin levels were elevated. Treatment Plan: Immediate administration of aspirin, nitroglycerin, and morphine for pain. Referred for emergency coronary angiography. Nursing Care Plan: Nursing Diagnoses: Acute pain related to myocardial ischemia. Goals: Relieve pain and prevent further myocardial damage. Interventions: Monitoring vital signs, administering prescribed medications, and providing emotional support. Evaluation: Pain was managed effectively, and the patient was stabilized for angiography. Analysis: The timely nursing interventions contributed to stabilizing the patient’s condition, showcasing the critical role nurses play in acute care settings. Conclusion: This case highlights the importance of quick assessment and intervention in patients with AMI, emphasizing the nurse’s role in pain management and support.

Managing Type 1 Diabetes in a Pediatric Patient Introduction: A 10-year-old female diagnosed with type 1 diabetes presents for a routine check-up. This case study focuses on the nursing care plan for managing diabetes in pediatric patients. Patient Information: Demographics: 10-year-old female. Medical History: Diagnosed with type 1 diabetes six months ago. Current Health Assessment: Well-controlled blood glucose levels, but expresses difficulty with frequent insulin injections. Case Description: Clinical Presentation: Patient is active, engaging in school activities but struggles with diabetes management. Diagnostic Findings: HbA1c is 7.2%, indicating good control. Treatment Plan: Insulin therapy, carbohydrate counting, and regular blood glucose monitoring. Nursing Care Plan: Nursing Diagnoses: Risk for unstable blood glucose levels. Goals: Maintain blood glucose within target range and increase patient comfort with diabetes management. Interventions: Education on insulin pump use, dietary advice, and coping strategies. Evaluation: Patient showed interest in using an insulin pump and understood dietary recommendations. Analysis: This case emphasizes the importance of education and emotional support in managing chronic conditions in pediatric patients. Conclusion: Effective management of type 1 diabetes in children requires a comprehensive approach that includes education, technological aids, and psychological support.

Elderly Care for Alzheimer’s Disease Introduction: An 82-year-old female with Alzheimer’s disease presents with increased confusion and agitation. This case study examines the complexities of caring for elderly patients with Alzheimer’s. Patient Information: Demographics: 82-year-old female. Medical History: Alzheimer’s disease, osteoarthritis. Current Health Assessment: Increased confusion, agitation, and occasional aggression. Case Description: Clinical Presentation: Patient exhibits signs of advanced Alzheimer’s with memory loss and disorientation. Diagnostic Findings: Cognitive tests confirm the progression of Alzheimer’s. Treatment Plan: Non-pharmacological interventions for agitation, memory aids, and safety measures in the home. Nursing Care Plan: Nursing Diagnoses: Impaired memory related to Alzheimer’s disease. Goals: Reduce agitation and prevent harm. Interventions: Use of calming techniques, establishing a routine, and environmental modifications. Evaluation: Agitation was reduced, and the patient’s safety was improved through environmental adjustments. Analysis: The case underscores the need for tailored interventions to manage Alzheimer’s symptoms and improve the quality of life for the elderly. Conclusion: Nursing care for Alzheimer’s patients requires a multifaceted approach focusing on safety, symptom management, and patient dignity.

Nursing Case Study Topics with Samples to Edit & Download

• Telehealth Nursing
• Mental Health and Psychiatric Nursing
• Geriatric Nursing Care
• Palliative and End-of-Life Care
• Pediatric Nursing
• Emergency and Critical Care Nursing
• Chronic Disease Management
• Nursing Ethics and Patient Rights
• Infection Control and Prevention
• Oncology Nursing
• Nursing Leadership and Management
• Cultural Competence in Nursing
• Substance Abuse and Addiction Nursing
• Technological Innovations in Nursing
• Nursing Education and Training

Nursing Case Study Examples & Templates

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2. Free Nursing Student Care Plan Template

3. Nursing Action Case Study Example

4. Hospital Nursing Care Case Study Example

5. Printable Nursing Health Case Study Example

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6. Fundamentals of Nursing Case Study Example

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7. Sample Nursing Case Study Example

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8. Nursing Research Case Study Example

9. Standard Nursing Case Study Example

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10. Nursing Disability Case Study Example

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11. Nursing care Patients Case Study Example

12. School of Nursing Case Study Example

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13. Evaluation of Nursing Care Case Study Example

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Nursing Case Study Segments

Typically, a nursing case study contains three main categories, such as the items below.

1. The Status of a Patient

In this section, you will provide the patient’s information, such as medical history, and give the current patient’s diagnosis, condition, and treatment. Always remember to write down all the relevant information about the patient. Other items that you can collect in this stage are the reasons for the patient to seek medical care and the initial symptoms that he or she is experiencing. After that, based on the gathered information, you will explain the nature and cause of the illness of the patient.

2. The Nursing Assessment of the Patient

In this stage, you will need to prepare your evaluation of the patient’s condition. You should explain each observation that you have collected based on the vital signs and test results. You will also explain each nursing diagnosis that you have identified and determine the proper nursing care plan for the patient.

3. The Current Care Plan and Recommendations

Describe the appropriate care plan that you can recommend to the patient based on the diagnosis, current status, and prognosis in detail, including how the care plan will affect his or her life quality. If needed, you can also evaluate the patient’s existing care plan and give recommendations to enhance it. It is also crucial to cite relevant authoritative sources that will support your recommendations .

Objectives of Nursing Case Study

Nursing case studies are integral educational tools that bridge theoretical knowledge with practical application in patient care. They serve several key objectives essential for the development of nursing students and professionals. Here are the primary objectives of nursing case studies:

1. Enhance Critical Thinking and Clinical Reasoning

Case studies encourage nurses to analyze complex patient scenarios, make informed decisions, and apply critical thinking skills to solve problems. They simulate real-life situations, requiring nurses to evaluate data, consider multiple outcomes, and choose the best course of action.

2. Improve Diagnostic Skills

Through the detailed analysis of patient information, symptoms, and diagnostic results, nursing case studies help improve diagnostic skills. They allow nurses to practice interpreting clinical data to identify patient conditions and understand the underlying causes of symptoms.

3. Facilitate Application of Theoretical Knowledge

Nursing case studies provide a direct bridge between classroom learning and clinical practice. They offer a practical venue for applying theoretical knowledge about anatomy, physiology, pharmacology, and nursing theories to real-world patient care situations.

4. Promote Understanding of Comprehensive Patient Care

These studies emphasize the importance of holistic care, considering the physical, emotional, social, and psychological aspects of patient well-being. Nurses learn to develop comprehensive care plans that address all facets of a patient’s health.

5. Encourage Reflective Practice and Self-Assessment

Reflecting on case study outcomes enables nurses to evaluate their own decision-making processes, clinical judgments, and actions. This self-assessment promotes continuous learning and professional growth by identifying areas for improvement.

6. Foster Interdisciplinary Collaboration

Case studies often involve scenarios that require collaboration among healthcare professionals from various disciplines. They teach nurses the value of teamwork, communication, and the integration of different expertise to achieve optimal patient outcomes.

7. Enhance Patient Education and Advocacy Skills

By working through case studies, nurses improve their ability to educate patients and families about health conditions, treatment plans, and preventive measures. They also learn to advocate for their patients’ needs and preferences within the healthcare system.

8. Prepare for Real-Life Challenges

Nursing case studies prepare students and new nurses for the unpredictability and challenges of real-life clinical settings. They provide safe, controlled environments to practice responses to emergencies, ethical dilemmas, and complex patient needs without the risk of actual harm.

Steps in Nursing Process

Whether you are handling a patient with schizophrenia, pneumonia, diabetes, appendicitis, hypertension, COPD, etc, you will need to follow specific steps to ensure that you are executing the critical nursing process.

1. Assess the Patient

The first step of the nursing process requires critical thinking skills as it involves gathering both subjective and objective data. Subjective data includes verbal statements that you can collect from the patient or caregiver. In contrast, objective information refers to measurable and tangible data, such as vital signs, height, weight, etc. You can also use other sources of information, such as electronic health records, and friends that are in direct contact with the patient.

2. Diagnose the Patient

This critical step will help you in the next steps, such as planning and implementation of patient care. In this step, you will formulate a nursing diagnosis by applying clinical judgment. As a nurse, the North American Nursing Diagnosis Association (NANDA) will give you an up-to-date nursing diagnosis list, which will allow you to form a diagnosis based on the actual health problem.

3. Plan for a Proper Patient Care Plan

This part is where you will plan out the appropriate care plan for the patient. You will set this goal following the evidence-based practice (EDP) guidelines. The goal you will set should be specific, measurable, attainable, realistic, and timely ( SMART ).

4. Implement the Plan

In this stage, you can execute the plan that you have developed in the previous step. The implementation may need interventions such as a cardiac monitor, medication administration, etc.

5. Evaluate the Results

It is crucial to remember that every time the team does an intervention, you must do a reassessment to ensure that the process will lead to a positive result. You may need to reassess the patient depending on his progress, and the care plan may be modified based on the reassessment result.

Where to find nursing case studies?

Nursing case studies can be found in a variety of academic, professional, and medical resources. Here are some key places to look for nursing case studies:

• Academic Journals : Many academic journals focus on nursing and healthcare and publish case studies regularly. Examples include the “Journal of Clinical Nursing,” “Nursing Case Studies,” and “American Journal of Nursing.”
• University and College Libraries : Many academic institutions provide access to databases and journals that contain nursing case studies. Libraries often have subscriptions to these resources.
• Online Medical Libraries : Websites like PubMed, ScienceDirect, and Wiley Online Library offer a vast collection of nursing and medical case studies.
• Professional Nursing Organizations : Organizations such as the American Nurses Association (ANA) and the National League for Nursing (NLN) often provide resources, including case studies, for their members.
• Nursing Education Websites : Websites dedicated to nursing education, such as Lippincott NursingCenter and Nurse.com, often feature case studies for educational purposes.
• Government Health Websites : The Centers for Disease Control and Prevention (CDC) and the World Health Organization (WHO) sometimes publish case studies related to public health nursing and disease outbreaks.
• Nursing Textbooks and eBooks : Many nursing textbooks and eBooks include case studies to illustrate key concepts and scenarios encountered in practice.
• Online Nursing Forums and Communities : Forums and online communities for nursing professionals may share or discuss case studies as part of their content.
• Conference Proceedings : Nursing and healthcare conferences often include presentations of case studies. Many of these are published in the conference proceedings, which may be accessible online.

Carrying out a nursing case study can be a delicate task since it puts the life of a person at stake. Thus, it requires a thorough investigation. With that said, it is essential to gain intensive knowledge about this type of study. Today, we have discussed an overview of how to conduct a nursing case study. However, if you think that you are having problems with your writing skills , we recommend you to consider looking for an essay writing service from the experts in the nursing department to ensure that the output follows the appropriate writing style and terminology.

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• Volume 21, Issue 1
• What is a case study?
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• Roberta Heale 1 ,
• Alison Twycross 2
• 1 School of Nursing , Laurentian University , Sudbury , Ontario , Canada
• 2 School of Health and Social Care , London South Bank University , London , UK
• Correspondence to Dr Roberta Heale, School of Nursing, Laurentian University, Sudbury, ON P3E2C6, Canada; rheale{at}laurentian.ca

https://doi.org/10.1136/eb-2017-102845

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What is it?

Case study is a research methodology, typically seen in social and life sciences. There is no one definition of case study research. 1 However, very simply… ‘a case study can be defined as an intensive study about a person, a group of people or a unit, which is aimed to generalize over several units’. 1 A case study has also been described as an intensive, systematic investigation of a single individual, group, community or some other unit in which the researcher examines in-depth data relating to several variables. 2

Often there are several similar cases to consider such as educational or social service programmes that are delivered from a number of locations. Although similar, they are complex and have unique features. In these circumstances, the evaluation of several, similar cases will provide a better answer to a research question than if only one case is examined, hence the multiple-case study. Stake asserts that the cases are grouped and viewed as one entity, called the quintain . 6  ‘We study what is similar and different about the cases to understand the quintain better’. 6

The steps when using case study methodology are the same as for other types of research. 6 The first step is defining the single case or identifying a group of similar cases that can then be incorporated into a multiple-case study. A search to determine what is known about the case(s) is typically conducted. This may include a review of the literature, grey literature, media, reports and more, which serves to establish a basic understanding of the cases and informs the development of research questions. Data in case studies are often, but not exclusively, qualitative in nature. In multiple-case studies, analysis within cases and across cases is conducted. Themes arise from the analyses and assertions about the cases as a whole, or the quintain, emerge. 6

Benefits and limitations of case studies

If a researcher wants to study a specific phenomenon arising from a particular entity, then a single-case study is warranted and will allow for a in-depth understanding of the single phenomenon and, as discussed above, would involve collecting several different types of data. This is illustrated in example 1 below.

Using a multiple-case research study allows for a more in-depth understanding of the cases as a unit, through comparison of similarities and differences of the individual cases embedded within the quintain. Evidence arising from multiple-case studies is often stronger and more reliable than from single-case research. Multiple-case studies allow for more comprehensive exploration of research questions and theory development. 6

Despite the advantages of case studies, there are limitations. The sheer volume of data is difficult to organise and data analysis and integration strategies need to be carefully thought through. There is also sometimes a temptation to veer away from the research focus. 2 Reporting of findings from multiple-case research studies is also challenging at times, 1 particularly in relation to the word limits for some journal papers.

Examples of case studies

Example 1: nurses’ paediatric pain management practices.

One of the authors of this paper (AT) has used a case study approach to explore nurses’ paediatric pain management practices. This involved collecting several datasets:

Observational data to gain a picture about actual pain management practices.

Questionnaire data about nurses’ knowledge about paediatric pain management practices and how well they felt they managed pain in children.

Questionnaire data about how critical nurses perceived pain management tasks to be.

These datasets were analysed separately and then compared 7–9 and demonstrated that nurses’ level of theoretical did not impact on the quality of their pain management practices. 7 Nor did individual nurse’s perceptions of how critical a task was effect the likelihood of them carrying out this task in practice. 8 There was also a difference in self-reported and observed practices 9 ; actual (observed) practices did not confirm to best practice guidelines, whereas self-reported practices tended to.

Example 2: quality of care for complex patients at Nurse Practitioner-Led Clinics (NPLCs)

The other author of this paper (RH) has conducted a multiple-case study to determine the quality of care for patients with complex clinical presentations in NPLCs in Ontario, Canada. 10 Five NPLCs served as individual cases that, together, represented the quatrain. Three types of data were collected including:

Review of documentation related to the NPLC model (media, annual reports, research articles, grey literature and regulatory legislation).

Interviews with nurse practitioners (NPs) practising at the five NPLCs to determine their perceptions of the impact of the NPLC model on the quality of care provided to patients with multimorbidity.

Chart audits conducted at the five NPLCs to determine the extent to which evidence-based guidelines were followed for patients with diabetes and at least one other chronic condition.

The three sources of data collected from the five NPLCs were analysed and themes arose related to the quality of care for complex patients at NPLCs. The multiple-case study confirmed that nurse practitioners are the primary care providers at the NPLCs, and this positively impacts the quality of care for patients with multimorbidity. Healthcare policy, such as lack of an increase in salary for NPs for 10 years, has resulted in issues in recruitment and retention of NPs at NPLCs. This, along with insufficient resources in the communities where NPLCs are located and high patient vulnerability at NPLCs, have a negative impact on the quality of care. 10

These examples illustrate how collecting data about a single case or multiple cases helps us to better understand the phenomenon in question. Case study methodology serves to provide a framework for evaluation and analysis of complex issues. It shines a light on the holistic nature of nursing practice and offers a perspective that informs improved patient care.

• Gustafsson J
• Calanzaro M
• Sandelowski M

Competing interests None declared.

Provenance and peer review Commissioned; internally peer reviewed.

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Nursing Students’ Views and Suggestions About Case-Based Learning Integrated Into the Nursing Process: A Qualitative Study

Rukiye burucu.

1 Department of Nursing, Necmettin Erbakan University, Seydişehir Faculty of Health Science, Konya, Turkey

Selda Arslan

2 Department of Nursing, Necmettin Erbakan University, Faculty of Nursing, Konya, Turkey

This study aimed to evaluate students’ views and suggestions about case-based learning.

: The research was planned by using qualitative method of phenomenological type. Case-based learning was integrated into the nursing process and implemented in four sessions, and then, students’ views and suggestions were collected. In the interview, a semi-structured interview form was used, in-depth interviews were made, and the data were evaluated by qualitative data analysis. Phenomelogical approach of Colazzi was used in the analyzes and Huberman method was applied. The COREQ was used to analyze and report the qualitative data. The sample consisted of second-year students in the nursing department of a public university in Anatolia in the academic year 2017-2018. Participants attended the case-based learning program. A focus group interview was conducted with 10 of the participants.

Participants are 10 students with a mean age of 19.86 ± 0.78 years. A total of 65 opinions and suggestions were presented during the focus group meeting. These were grouped under two main and seven sub-themes. Participants had positive views on the program and gave practical suggestions.

Case-based learning integrated into the nursing process is a practical nursing method that helps students learn and understand the nursing process better and approach patients from a holistic perspective.

Introduction

The goal of nursing education is to encourage students to develop personal and professional skills (Sharif & Masoumi, 2005). Using nursing students’ teaching methods of choice promotes learning, ensures learning retention, and improves academic performance (Vizeshfar & Torabizadeh, 2018). Different methods should be used for high-quality nursing education ( Azizi et al. , 2018 ; Holland et al. , 2017 ). One of these methods is case-based learning (CBL) ( Aluisio et al. , 2016 ; Hong & Yu, 2017 ), which allows students to acquire academic knowledge (Yoo & Park, 2015), develop critical thinking ( Chan et al. , 2016 ; Hong & Yu, 2017 ) and problem-solving skills (Yoo & Park, 2015), and improve professional self-efficacy ( Kim, 2018 ). Cases can be taught through brainstorming, group discussions, concept maps (Laver & Croxon, 2015), role play ( Kim, 2018 ; Tucker et al. , 2015 ), simulation and software ( Tucker et al. , 2015 ), and demonstration ( MacDonnell et al. , 2010 ).

CBL is a method of learning through analysis of a situation that has been or is likely to be experienced ( Kırımsoy et al. , 2013 ). It is a student-centered method that involves the teaching of a topic through a scenario, resulting in improved learning outcomes and decision-making skills (Kanbay & Okanli, 2017), and in permanent and in-depth learning ( Aluisio et al. , 2016 ). CBL promotes active engagement and self-assessment and decision-making, allowing students to gain insight into how they should react in real life situations (Oermann & Kuzu Kurban, 2015). Nurse education should be based on theoretical and practical training to provide students with the opportunity to put their knowledge to use. However, not all students get the chance to encounter all cases in clinical settings. To overcome this problem, nursing education should incorporate the CBL ( Altınbaş & Derya İster, 2020 ), which, however, has not been sufficiently studied so far ( Majeed, 2014 ). It is recommended that researchers provide the CBL to nursing students and then find out about their views and recommendations on it ( Altınbaş & Derya İster, 2020 ). Collecting and analyzing qualitative data is a recommended method of evaluating views and recommendations ( Chan et al. , 2016 ). Qualitative methods are used to collect data on the environment, processes, and perceptions ( Karataş, 2015 ), and can also be applied to data on teaching methods. Students’ views can provide important information about the effectiveness of a method and help create a framework to overcome its shortcomings ( Chan et al. , 2016 ; Kermansaravi et al. , 2015 ; Raymond et al. , 2018 b; van Hooft et al. , 2018 ). Investigating students’ opinions about a teaching method causes them to feel stressed, but also encourages them to improve themselves ( Gholami et al. , 2017 ). This study aimed to determine what nursing students thought about the CBL and what kind of suggestions they would offer to improve it.

Research Questions

• What kind of method do nursing students think the CBL is?
• What do nursing students suggest about the CBL?

Study Design

This was a qualitative study that employed phenomenology.

Nursing education varies across countries. Nursing programs in Turkey offer a 4-year undergraduate education. The sample for this study consisted of second-year nursing students from a public university in Turkey. Purposive sampling does not set a limit on the sample size, but it is believed that too large a sample can make interpretation challenging ( Baltacı, 2018 ). Therefore, this study was completed with 10 volunteers after the CBL intervention.

Data Collection

Prior to the CBL intervention, a detailed lesson plan was developed (Appendix 1) and integrated into the nursing process. Each CBL session lasted 100 minutes. An expert was consulted for the cases in the CBL program (Appendix 2). The integration of the cases into the CBL program was based on the Nursing Interventions Classification, Nursing Outcomes Classification, and NANDA-International (NANDA-I) ( Bulechek et al. , 2017 ; Carpenito-Moyet, 2012). The sample was divided into two for the CBL program, which was applied in classrooms between February and May 2018. One week after the CBL program, a focus-group interview (120 minutes) was conducted with 10 of the 37 participants. The focus-group interview was held using a semi-structured interview form (Appendix 3), for which an expert was consulted (Appendix 2). The interview was audio-recorded. Notes were taken during the interview. One of the researchers acted as a director, while the other acted as a reporter during the interview. Data were collected by the focus-group interview method. It is impossible to prevent respondents from interacting in the focus-group interviews. To minimize this, the researchers asked the interview questions and received answers in order. There were two focus groups of five respondents each. Data collection was terminated when no more data adding new information or insight was forthcoming (data saturation) (Yağar & Dökme, 2018). The interviews were held at the participants’ convenience, so that they would feel comfortable answering the questions. A semi-structured interview form was used during the interviews for consistency. An interview flow template was used for flow and order. Whenever the researchers were in doubt, they consulted with an academic specialized in qualitative research.

In this research, a semi-structured interview form was used to collect the data. There are four questions in this form;

• Can I learn your positive and negative feelings and thoughts about the “case-based teaching method?”
• Have you been taught such a lesson before?
• Compare the “case-based teaching method” with your current courses. What are the differences between the two courses?
• What are your suggestions for this method?

For confirmation, results should be corroborated by those of other studies (Creswell, 2017). Therefore, the researchers discussed the results in line with the related literature.

Reliability

Interrater reliability was calculated for both the semi-structured interview form and the themes using the formula [Reliability = (number of agreements)/(number of agreements + number of disagreements) × 100] (Arastaman et al., 2018; Guba, 1981 ; Ocak & Kutlu Kalender, 2017 ). The interrater reliability was higher than 80, indicating acceptable reliability. Both researchers analyzed the data independently and then combined it based on the order specified by encoders ( Table 1 ). The researchers consulted with an academic specialized in qualitative research to reach a consensus on the parts on which they had disagreed during coding. Bias was reduced using Colaizzi’s phenomenological methodology, which consists of seven steps: (1) recording data, (2) determining significant statements, (3) making sense of the statements, (4) classifying themes into groups, (5) improving the groups, (6) stating the phenomenon clearly, and (7) constructing a fundamental structure ( Onat Kocabıyık, 2016 ).

Colaizzi’s Method of Data Analysis

Statistical Analysis

Themes were developed and categorized. Data were analyzed using conventional qualitative data analysis ( Sönmez & Alacapınar, 2014 ). In the qualitative data analysis, Colaizzi’s phenomenological methodology was used to disclose the meaning attributed by respondents to the intervention in question ( Demir et al. , 2017 ). Colaizzi’s phenomenological methodology is used to reveal the meaning attributed by people to an event/phenomenon ( Onat Kocabıyık, 2016 ). The Consolidated Criteria for Reporting Qualitative Research, which is a 32-item checklist, was used to analyze and report the qualitative data ( Tong et al. , 2007 ).

Ethical Consideration

The study was approved by the Non-Clinical Research Ethics Committee of the Faculty of Health Sciences of Selçuk University (2017/58). Written permission was obtained from the department of nursing. Written informed consent was obtained from participants. The researchers kept the names of the respondents anonymous during data report and kept the audio-recordings and transcripts in encrypted files on their computers.

The focus-group interview was conducted with 10 participants (2 men and 8 women) with a mean age of 19.86 ± 0.78 years. In the focus-group interview, the respondents presented 65 views and recommendations, categorized into two main themes; “Opinions” and “Suggestions.” The theme “opinions” consisted of four subthemes; “The CBL program helped me acquire more academic knowledge and learn the nursing process better”; “The CBL program increased my motivation and appealed to me”; “It was good that the CBL classes were not crowded”; and “The question–answer (Q&A) during the CBL class was helpful.” Theme “suggestions” consisted of three subthemes; “The CBL should be integrated into the current curriculum”; “Nurses and instructors should be role models for students”; and “The CBL nursing education should be offered to other students as well.” The respondents stated that they had never had a case-based course before. Respondents 5 and 7 did not answer question 3, while respondent 8 did not answer question 4. Table 1 shows the distribution of the responses and themes.

Theme 1 Opinions

Subtheme: The CBL program helped me acquire more academic knowledge and learn the nursing process better: All respondents stated that the CBL program made them more aware and knowledgeable about academic content, nursing process, and care planning. The following are direct quotations from three respondents:

• Respondent 1: “...I‘ve learned to approach patients from a holistic perspective and to tackle not only complications but also psychological and social problems, and now I can combine parts and see things as a whole...”
• Respondent 2: “….I didn’t know how to use the nursing process when planning care, but the CBL is helping me manage care now, it‘s also increased my knowledge on medication and helped me understand what nursing diagnosis is…”
• Respondent 10: “…I can plan care more easily and distinguish between descriptive and related factors. I got to see what I’d been (doing wrong during care planning. I used to get bored planning care, but the CBL program helped me better understand the nursing process. The nursing diagnosis book is too general and confusing. It is too broad, but now I understand that I can go beyond that knowledge and that it is practically possible…”

Subtheme: The CBL program increased my motivation and appealed to me : The respondents noted that they felt more confident when they saw that they could easily reach the teacher and ask him/her questions to plan care without fear of being graded. The following are direct quotations from three respondents:

• Respondent 3: “…I was more efficient because I had no fear of being graded, I was more comfortable during the internship than usual ... The CBL classes were more active than others, I was more motivated and engaged because I had no fear of being graded…”
• Respondent 4: “… It was a privilege for me to participate in this training. No one had the chance to do as thorough an examination as the students attending this training, which was an advantage. …”
• Respondent 6: “…I liked it when I saw that I could plan care, it motivates me now…”

Subtheme: It was good that the CBL classes were not crowded: The respondents saw it as a great advantage that they had all their questions answered because the CBL classes were not crowded. The following are direct quotations from three respondents:

• Respondent 2: “…In other classes, we would ask our questions in haste and get some answers because the classes were too crowded, but in the CBL class we could ask our questions in detail.…”
• Respondent 6: “… the CBL class was less crowded than others, and so it was more like a Q&A type of class, so they were more efficient. Besides, the group of 37 was divided into two, which was very good for the CBL class.…”
• Respondent 10: “…we all asked and answered questions, everybody got to talk, which is not possible in other classes because they are too crowded…”

Subtheme: The Q&A during the CBL class was helpful: The respondents remarked that Q&A in the CBL class was better for them because all their questions were answered, which promoted their learning. The following are direct quotations from three respondents:

• Respondent 6: “…theoretical classes were very intense, and the instructors would think that we knew about theory, and so, they sometimes wouldn’t answer our questions, and those classes offered nothing much when it comes to practice, but in the CBL class we examined what was taught in theory, and I thought that I could put it into practice…”
• Respondent 7: “…we always had time constraints in other classes, but in the CBL class we got to ask all our questions one by one and got answers, I mean we kind of had to ask questions, but in the end, we learned…”
• Respondent 10: “…we had Q&A throughout the CBL class, which was very productive, I got to ask all the questions I had in mind and got answers to all of them …”

Theme 2 Suggestions

Subtheme: the CBL should be integrated into the existing curriculum: All but respondents 1 and 8 recommended that the CBL should be integrated into clinical practice or offered by the current curriculum as an elective course. The following are direct quotations from three respondents.

• Respondent 2: “…the CBL should be integrated into the curriculum, there is no need to make extra time for it, I mean, I had to come to school for the CBL class apart from the courses I already have, so it was kind of a hurdle for me…”
• Respondent 5: “… the CBL should be offered as an elective course, and students could be split into groups of 30 and work on cases …”
• Respondent 7: “…In the first week of clinical practice, the instructor should bring a case and present it to her students, just like what we have in the CBL, and tell them that she expects the same from them …”

Subtheme: Nurses and instructors should be role models for students: Respondents 1, 6, 7, and 10 stated that clinical nurses and instructors should adopt a common language and serve as role models for the nursing process and care planning. The following are direct quotations from three respondents:

• Respondent 1: “…nurses should be role models for this…”
• Respondent 6: “… instructors should use a common language and be role models when it comes to planning care.”
• Respondent 7: “… we plan care, but each instructor says something different about it and has different styles... We don‘t even know which one is right and which one is wrong, but they are supposed to serve as models…”

Subtheme: the CBL nursing education should be offered to other students as well: Respondents 4, 7, 9, and 10 highlighted that the CBL program should be offered to all students because they all have difficulty in learning the nursing process and planning care. The following are direct quotations from three respondents:

• Respondent 4: “…we now know it and can put it into practice, but we couldn‘t do it at all in our first year, so nursing students of all grades should attend the CBL program...”
• Respondent 7: “… I believe that other students should also learn these things because no one had taught them to us before, and we didn‘t get to learn them in other classes. There should be a case group or something like that could discuss cases with younger students once a week…”
• Respondent 9: “…care planning is hard for all students, so older students should help younger students with it, so peer education could be helpful …”

The discussion is based on the summarized data in Table 2 .

Distribution of Participants’ Opinions and Suggestions

Note: * Themes and subthemes.

CBL makes nursing students more knowledgeable and prone to teamwork, helps them with better clinical performance, develops more positive attitudes toward clinical practice, helps them understand the holistic approach better and improve themselves professionally ( Forsgren et al. , 2014 ), resulting in higher learning retention, quality of care, and patient safety ( Ward et al. , 2018 ). The more the students know, the more motivated they are, further facilitating learning ( Holland et al. , 2017 ). People who acquire new knowledge are likely to develop more positive attitudes and better skills ( Patiraki et al. , 2017 ). Adequate and comfortable learning environments support motivation ( Palumbo, 2018 ; Raymond et al. , 2018 a), minimize communication problems, and contribute to high-quality care (Sharif & Masoumi, 2005).

Aluisio et al. (2016) divided Indian nursing students into three groups (CBL, standard training, and simulation) to teach them about disasters. They found that the CBL group had the highest knowledge score (55.3 ± 11.3), followed by the simulation (46.9 ± 10.6) and standard training (43.8 ± 11.0) groups. Lee et al. (2020) provided nurses working in nursing homes with the CBL (integrated with online and simulation training) on interventions for heart attacks, and found that the participants felt more competent after the training (post-CBL = 4.11 ± 0.37) than before (pre-CBL = 3.79 ± 0.41) and had higher post-CBL knowledge scores (12.82 ± 2.03) than pre-CBL knowledge scores (10.06 ± 2.28). Therefore, they concluded that the CBL integrated with online and simulation training improved nurses’ knowledge and promoted their learning. Kim and Yang (2020) provided nurses with training based on a case of dementia and found that the training helped nurses learn more about dementia ( z = −4.86, p < .001) and interventions for dementia ( z = −4.55, p < .001) and develop more positive attitudes toward people with dementia ( t = −3.04, p = .003). Nursing students are expected to acquire knowledge and put them into practice in the nursing process. Therefore, we can state that the CBL integrated into the nursing process can contribute to nurses’ education.

Cases appeal to students ( Chan et al. , 2016 ; Gholami et al. , 2017 ) and satisfy their expectations ( Hong & Yu, 2017 ). CBL helps nurses make fewer mistakes ( Patiraki et al. , 2017 ; Uysal et al. , 2016 ) and makes them more motivated ( Cui et al. , 2018 ), and therefore, it should be an integral part of nursing education ( McLean, 2016 ). Focus-group interviews are of significance for detecting the strengths and weaknesses of nursing interventions, correcting errors, eliminating deficiencies, and developing new programs. Opinions and suggestions about methods are sound guides that allow us to see the errors and weaknesses of interventions, helping us generate strategies for reform and revise curricula ( Azizi et al. , 2018 ).

Class size is an important factor affecting education and communication during education because the greater the class size, the less time the teacher has for each student ( Raymond et al. , 2018 a), resulting in reduced learning and motivation. However, because class size remains be an important factor, correct planning ( Kocaman & Yurumezoglu, 2015 ; Palumbo, 2018 ) and Q&A is recommended to overcome this problem. Q&A-based classes can increase students’ awareness, concentration, confidence, and self-assessment capacity ( Kaddoura, 2011 ). In short, educational conditions (setting, time, class size, etc.) play a key role in learning ( Gholami et al. , 2017 ). Therefore, education programs should be based on small class size.

The nursing process and care planning provide a common language for nurses and improve the profession through evidence-based protocols ( Patiraki et al. , 2017 ). Nursing students make more mistakes than are acceptable because they cannot clarify the nursing diagnosis while performing the nursing process ( Andsoy et al. , 2013 ). A common language makes nursing care more visible, standardized and record-based, and better understood. This helps both healthcare professionals and instructors meet at a common point and serve as role models ( van Hooft et al. , 2018 ). Nursing students think of the nursing process as too abstract, hard-to-understand, and challenging. This suggests that we need a more concrete educational paradigm ( Zamanzadeh et al. , 2015 ), and we believe we can use the CBL to teach the nursing process.

Nurses and instructors should serve as role models and use a common language to help students put the nursing process into practice. Especially, first- and second-year students find it difficult to comprehend the nursing process and planning care, and therefore, need support ( Andsoy et al. , 2013 ; Patiraki et al. , 2017 ; Uysal et al. , 2016 ). Student communities play an important role in making students socially aware and collaborative, and thus support learning ( Mohan Bursalı & Aksel, 2016 ). Case communities and peer education can provide nursing students with the support in question. Integrating the CBL into the curriculum can be a promising alternative for nursing students.

Conclusion and Recommendations

CBL promotes nursing students’ learning and makes them more motivated because they enjoy Q&A sessions and interaction during CBL-based lectures. They believe that the CBL should be integrated into the existing curriculum and that instructors and nurses should be role models as they put the nursing process in practice. CBL turns abstract concepts of the nursing process into tangible and visual representations. Nursing students think that sharing with younger students what they learn from CBL-based lectures can help those students learn the nursing process more easily.

As a result, it would be appropriate for CBL to be integrated into the existing curriculum and used to train both students and nurses in small groups.

Ethics Committee Approval

Ethics committee approval was obtained from the Non-Clinical Research Ethics Committee of the Faculty of Health Sciences of Selçuk University (2017/58).

Author Contributions

Concept – R.B., S.A.; Design – R.B., S.A.; Supervision – S.A.; Resources – R.B., S.A.; Materials – R.B., S.A.; Data Collection and/or Processing – R.B., S.A.; Interpretation – R.B., S.A.; Literature Search – R.B.; Writing Manuscript – R.B.; Critical Review – S.A.

Appendix 1: CBL Sample Curriculum

Case presentation and analysis (100 Min)

• Showing the case electronically to the group one day prior to intervention
• Remembering the case (10 Min)
• Presenting the theory of disease (10 Min)
• Presenting medications used (15 Min)
• Sorting out the patient problems (15 Min)
• Diagnosis Nursing of NANDA and determining interventions (35 Min)
• Identifying descriptive and etiological factors (10 Min)
• Evaluation and summary (5 Min)

Objectives of the CBL Program

Appendix 2: expert list.

• Prof. Veysel Sönmez, Hacettepe University, Faculty of Education, retired
• Prof. Füsun Gülderen Alacapınar, Necmettin Erbakan University, Faculty of Education
• Assoc. Prof. Selda Arslan, Selçuk University, Faculty of Nursing
• Assoc. Prof. Şerife Kurşun, Selçuk University, Faculty of Nursing
• Assoc. Prof. Pınar Zorba Bahçeli, Selçuk University, Faculty of Nursing

Appendix 3: Semi-structured Interview Form Items

• Could you please tell us about your positive and negative emotions and thoughts about the case-based learning program?
• Have you ever had such a course before?
• Please, compare the case-based learning program with your current courses. What is the difference between them?
• What suggestions can you make concerning the case-based learning program?

Funding Statement

The authors declared that this study has received no financial support.

Informed Consent: Written consent was obtained from students who participated in this study.

Conflict of Interest: The authors have no conflicts of interest to declare.

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Using unfolding case studies to develop critical thinking for Graduate Entry Nursing students: an educational design research study

Affiliations.

• 1 Department of Nursing, Faculty of Health and Environmental Science, Auckland University of Technology, 90 Akoranga Drive, Northcote, Auckland, 0627, New Zealand. [email protected].
• 2 Nursing and Midwifery Directorate NSLHD, Royal North Shore Hospital, Level 7 Kolling Building, St Leonards, NSW, 2065, Australia.
• 3 Nursing Faculty of Health, University of Technology Sydney, Sydney, Australia.
• 4 Department of Nursing, Faculty of Health and Environmental Science, Auckland University of Technology, 90 Akoranga Drive, Northcote, Auckland, 0627, New Zealand.
• PMID: 38862917
• PMCID: PMC11165757
• DOI: 10.1186/s12912-024-02076-8

Background: Graduate Entry Nursing (GEN) programmes have been introduced as another entry point to nurse registration. In the development of a new GEN programme, a problem-based approach to learning was used to develop critical thinking and clinical reasoning skills of motivated and academically capable students.

Objective: To explore and evaluate the design and delivery of course material delivered to GEN students embedded in authentic learning pedagogy from the perspectives of both GEN students and academic staff using an unfolding case study approach.

Methods: An educational design research approach was used to explore the learning experiences of GEN students using an unfolding case study approach situated in experiential pedagogy and the teaching experiences of the academics who designed it. Data were collected through semi-structured interviews with students once they had finished the course and weekly reflective diary recordings by academic staff throughout implementation. Thematic analysis was used to analyse the data.

Findings: Student reflections highlighted that this cohort had insight into how they learned and were comfortable voicing their needs to academic staff. While the unfolding case studies were not liked by all participants, for some it offered a unique learning opportunity; particularly when scaffolded with podcasts, simulation labs, tutorials and clinical placements. Staff reflections primarily aligned with student experiences.

Conclusion: The gaps highlighted in the delivery of the course suggest that a blended pedagogical approach to graduate entry nurse education is required. Specifically, GEN students are aware of the learning needs and are happy to express these to academic staff, thus suggesting that engaging with a co-design curriculum approach will benefit future cohorts.

Keywords: Experiential pedagogy; Graduate entry nursing; Nursing education; Problem-based learning; Students; Unfolding case-study.

© 2024. The Author(s).

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Conflict of interest statement

The authors declare no competing interests.

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Nursing students’ willingness to respond in disasters: a cross sectional study of facilitators and barriers

• Zahra Tayebi   ORCID: orcid.org/0000-0002-3671-3091 1 ,
• Roohangiz Norouzinia   ORCID: orcid.org/0000-0002-9979-4319 2 ,
• Zahra Moatadelro 1 ,
• Ashkan Farokhi Pour 1 &
• Bahar Nourian 1  

BMC Nursing volume  23 , Article number:  416 ( 2024 ) Cite this article

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Introduction

The preparedness of the healthcare system to address emergency situations is contingent on the inclination of healthcare personnel. Nursing students can serve as valuable resources to supplement the workforce during major incidents and disasters. This study investigated the facilitators and barriers of nursing students’ willingness to respond to disasters at the Alborz University of Medical Sciences in 2022.

In this cross-sectional descriptive study, 234 nursing students were recruited using convenience sampling. A deductive-inductive questionnaire was developed and distributed through an online self-administered survey comprising demographic information and questions on barriers, facilitators, various disaster scenarios, preferred activities, and reasons for pursuing a nursing career.

The mean willingness scores of nursing students in response to various disasters were as follows: 3.15 for natural disasters, 2.60 for man-made disasters, 2.94 for pandemics, and 3.32 overall. Among the disaster scenarios, the earthquake response obtained the highest willingness score, while infectious disease epidemics received the lowest score. The most and least willingness to perform activities during disaster response were related to bedside care and participation in patients’ personal hygiene, respectively. Key determinants of participation included the possibility of immunization and concerns for family safety.

The findings indicated that nursing students are generally willing to assist as members of the healthcare team during disasters. However, the willingness to respond to infectious disease epidemics and man-made disasters was below the norm. Concerns about family health and the risk of disease transmission were identified as primary barriers. Addressing these concerns is crucial to enhance nursing students’ participation in disaster response.

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Formerly, it was believed that the healthcare sector’s performance was limited to the aftermath of disasters. However, the experiences of health organizations have revealed that a lack of proactive crisis preparedness often leads to significant inconsistencies during the post-disaster phase [ 1 ]. Research has indicated that societies with pre-disaster planning programs in place can markedly reduce the extent of damages caused by disasters [ 2 ].

The effectiveness and capability of treatment team members are pivotal components of disaster management, particularly in the provision of services during disasters or public health emergencies [ 3 ]. Experiences from different countries, including Australia, have underscored the challenges faced by healthcare and emergency medical service personnel and managers in responding to the escalating demand for such services, prompting the development of innovative response strategies. A key concern during disruptions is the ability to rapidly increase the number of personnel, especially within the nursing workforce [ 4 ]. As the largest contingent of treatment team members, nurses play a crucial role in providing direct care to victims in hospitals and responding to the needs of communities and individuals during disasters [ 3 , 4 , 5 ].

Nursing students represent a potential resource that could be leveraged to supplement the healthcare workforce during disasters [ 4 ]. Research indicates that nursing students possess the basis of knowledge, skills, and abilities that make them valuable and unique assets during disaster response efforts. Although they may lack the specialized training and certification required for clinical care, nursing students can perform various tasks that help alleviate the workload of experienced nurses in patient care. These tasks encompass both clinical services, such as wound management, vital sign monitoring, and triage, and non-clinical services, such as providing support to families [ 6 ].

Several studies have documented nursing students’ involvement of in disaster response efforts. For instance, following Hurricane Katrina in 2005 and 2008, nursing students from the University of Texas were involved in identifying and locating individuals who had been left behind. Similarly, between 2006 and 2008, nursing students in Indiana provided significant aid to victims of Hurricane Katrina [ 7 ]. These examples illustrate the important role that nursing students can play in disaster response, and highlight the value of their contributions in such situations.

A comparative study conducted by Dunlop et al. [ 8 ], reported the participation of nursing students in several disaster response efforts, including the Kentucky ice storms in 2009 and Hurricanes Gustav and Ike in 2008. In the aftermath of the 1995 Tokyo subway attack and the Hanshin-Awaji earthquake in Japan, nursing students collaborated with experienced nurses to provide assistance to victims. While national studies on this topic are limited, Rastegar et al. [ 9 ] described the effective involvement of volunteer student teams in responding to the 2012 Bam earthquake. However, studies have also indicated that both nurses and nursing students lack confidence in their ability to respond to disasters [ 10 ].

Healthcare workers’ willingness to respond to emergency situations is a critical component of the health system’s capacity to effectively manage disasters [ 5 ]. Factors such as the type of disaster, personal and familial concerns, and care responsibilities can impact the willingness of healthcare team members to participate in disaster response efforts [ 11 ]. Thus, understanding the factors that influence willingness to respond is crucial, regardless of successful examples of nursing students and other personnel in previous disasters. For instance, a study conducted in Saudi Arabia during the early stages of the Covid-19 pandemic found that only one-third of undergraduate medical science students and final-year medical students were willing to volunteer to assist [ 12 ]. Results of a study revealed that the overall desires of Canadian nurses to respond during an earthquake were higher than those of Israeli nurses [ 13 ].

Several studies have investigated the factors influencing nurses’ and other healthcare professionals’ willingness to respond to disasters. One such study by Adams and Berry found that concerns related to personal and family safety, caregiving responsibilities for dependent children, and the need to care for pets could diminish healthcare professionals’ willingness to respond to different types of disasters [ 14 ].

Given Iran’s unique geographical and geopolitical conditions, along with its significant vulnerability to natural and man-made disasters, understanding the willingness of healthcare team members to participate in disaster response efforts can provide valuable insights into capacity building and human resource management in the public health sector. However, limited information is available on the involvement of nursing students in disaster response in Iran, and no studies have been conducted with this specific focus. The importance of this issue is amplified during times of crisis such as the Covid-19 pandemic, which can lead to shortages and fatigue among healthcare personnel. To address this knowledge gap, this study was designed to investigate the factors influencing nursing students’ willingness of to participate in disaster response efforts.

This study employed a cross-sectional descriptive design, utilizing a census approach for data collection. Due to the absence of a standardized and appropriate instrument, a questionnaire was created using a deductive-inductive approach. The literature review informed the initial items, which were further expanded through a qualitative approach. Three open-ended questions were distributed to 12 nursing students using a structured self-expression questionnaire. The results were then analyzed using content analysis by two authors who are experts in conducting qualitative research, and included in the existing items. To ensure content validity, a 7-question scale judgment by an expert panel consisting of 12 nursing professionals, emergency medical professionals, and instrument development experts was employed. Face validity was assessed by 10 nursing students who participated in responding to a structured self-expression questionnaire, which helped identify ambiguous items. Reliability evaluation included test-retest, employing the intra-cluster correlation (ICC) for 37 nursing students, resulting in an acceptable ICC value of 0.874 [ 15 ]. Internal consistency, assessed using Cronbach’s alpha [ 16 ], demonstrated acceptable reliability (≥ 0.7) for all questionnaire sections. These students were excluded from the final research sample. Consequently, 243 out of 280 nursing students from Alborz University of Medical Sciences were included in the final study, and 234 of them completed the questionnaire. The response rate was 96.29%. Inclusion criteria encompassed being a nursing undergraduate student and expressing a willingness to participate.

The final questionnaire consisted of 55 questions categorized into three parts: Demographic Characteristics, General Questions, and Main Questions. General Questions gauged nursing students’ willingness to respond to various disasters and their moral obligations to participate. The main Questions explored the factors influencing career choice, disaster response activities, scenarios, facilitators, and barriers. The questionnaire was distributed to students through various online channels such as email, and social media including WhatsApp, and Telegram. To further increase the reach of the questionnaire, we enlisted student representatives in groups of students on social media. Both descriptive (mean and standard deviation) and inferential statistical analyses (one sample T-test, and Pearson correlation coefficient) were conducted on gathered data. The study findings, along with recommendations for their application, were disseminated to relevant stakeholders upon the completion of the study.

The age range of the participants in this study was 17–40, with an average of 21.11 ± 3.16 years. Regarding other demographic factors, 219 participants (93.6%) were single, and 128 (54.7%) were female. Additionally, a large proportion of the participants (77.8%) were currently unemployed and 24.4% of the students resided in the dormitory. A total of 13.2% of participants reported having volunteered during critical situations in the past. The demographic characteristics are shown in Table  1 .

The study’s findings indicated that a significant majority of nursing students (86.8%) perceived disaster management themes as crucial to the nursing discipline. Moreover, according to the same proportion of participants, the university did not encourage them to join groups offering disaster aid. Of note, 39.2% of the participants who participated in the approved aid and relief classes did so independently.

Table  2 displays the nursing students’ mean willingness scores for disaster response, both “in general” and for “specific disaster types”. The findings revealed that students’ willingness to respond to man-made disasters and infectious epidemics fell below the average norm of willingness (average = 3). However, their desire to respond to natural disasters was noteworthy, with a mean score of 3.32, indicating a significant and desirable level of willingness.

The results indicated that among the reported disaster scenarios, “an earthquake” had the highest average willingness score of 3.69, whereas “cholera pandemic” had the lowest score of 3.12. Notably, the students’ willingness to participate in all scenarios exceeded the standard average score of three, signifying their readiness to engage in various disaster response situations.

Table  3 presents nursing students’ willingness levels for various disaster response activities. The findings revealed that “bedside caring (triage and treatment)” had the highest average willingness score of 4.05, while “participating in personal hygiene of patients” received the lowest score of 2.17. One sample T-test was used to compare the average score of students’ willingness to respond to disasters in various activities. Generally, students’ willingness to engage in all reported disaster response activities was higher than the average standard, except for activities such as patient personal hygiene, caring for hospital employees’ children, assisting with the management of corpses, and documenting and reporting.

Table  4 displays the mean score for nursing students’ perceived responsibility and moral obligation to assist individuals in need (3.90). Notably, this score was higher than the average level of willingness (average = 3), indicating that the students felt a strong sense of duty to help those in need during disaster situations.

The findings revealed that the most significant facilitator factor for nursing students’ willingness to engage in disaster response was the “possibility of vaccination and prevention for the family,” with a mean score of 4.20. By contrast, the occurrence of a disaster in the location or city of residence, particularly with ethnic or racial affiliation, was perceived as the least facilitator factor, with a mean score of 3.66. Moreover, the most significant barrier to students’ willingness to participate was their “concern for family health and safety,” with a mean score of 4.09. Conversely, “obstructing parents to participate and respond during disasters” was the least significant barrier, with a mean score of 3.31.

This study identified a significant relationship between nursing students’ academic semesters and their disaster response capacity ( P  = 0.05). Specifically, fourth-semester students exhibited a higher average willingness to respond, whereas the willingness of other nursing students was lower ( P  = 0.013). Additionally, no significant differences were observed in nursing students’ willingness to respond based on demographic factors, except for prior volunteer experience ( P  > 0.05).

Table  5 presents the results of Pearson’s correlation coefficient analysis, which indicated a positive and statistically significant relationship between all factors influencing nursing field choice (excluding entrance exam scores) and nursing students’ willingness to respond to disasters ( p  < 0.01). Notably, the factor with the highest correlation was “serving the people.”

The vital role of health care providers in health systems is undeniable. In times of disasters and public health emergencies, the importance of this valuable resource for organizations multiplies. However, shortage of human resources has always been a challenge in crisis management. Nurses play a significant role in disaster management as they are among the largest healthcare providers. Under normal conditions, Iran is facing a shortage of nurses. Distribution of nurses in Iran is generally lower than the average of other countries, and this ratio is lower in some wards and higher than the average in others [ 17 ]. The shortage of nursing staff was exacerbated by the Covid-19 pandemic for various reasons, including dealing with a new disease, being away from home, working long hours, and confronting moral dilemmas [ 18 ]. Meanwhile, a study showed that the readiness of hospitals in Iran to address disasters is not at its optimal level. Moreover, the effective and efficient management of resources is considered one of the foremost challenges [ 19 ]. Iran is one of the ten most vulnerable countries in the world, and almost 90% of its population is exposed to natural disasters. Considering this situation, it is imperative to prioritize disaster preparedness [ 20 ]. Alternative personnel, such as nursing students have been suggested to manage the shortage of nursing staff during disasters. In this regard, some countries, including Spain and England, although restricted the presence of nursing students in clinical settings, final-year volunteer students were allowed to attend hospitals and help the nursing team [ 21 ]. Furthermore, in previous infectious pandemics, such as SARS and MERS, volunteer nursing students were present [ 22 ].

Although nursing students have a strong desire to serve during health crises, their employment has been questioned in several studies due to their lack of sufficient experience [ 22 , 23 ]. According to the findings of the present study, students’ general tendency to participate in and respond to disasters was higher than the average level of willingness. However, the willingness is mainly related to natural disasters, except for infectious events. The willingness of healthcare providers to assist during disasters usually varies based on factors such as the type of disaster, personal and familial obligations, and caregiving responsibilities. Choi’s [ 11 ] study revealed that, in contrast to natural calamities and environmental and weather-related disasters, healthcare providers are less willing to respond to “dirty disasters’’, such as pandemics, chemical attacks, bioterrorism, and bombings.

Consistent with the current study, previous research has suggested that nursing students are more willing to respond to natural disasters than to man-made disasters. Specifically, Blackwood’s [ 7 ] study found that 92.7% of nursing students were willing to respond to natural disasters compared to 80% for man-made disasters. This trend was also observed among medical students, as reported in Choi’s [ 11 ] study. However, a study conducted in Saudi Arabia revealed that only one-third of medical science undergraduates and final-year medical students expressed a willingness to volunteer for the Covid-19 pandemic [ 12 ].

Similar findings in the other studies, indicating that nursing students had little desire to participate in the Covid-19 pandemic and considered it an obstacle to participation [ 24 , 25 ]. Given the phenomenon of globalization and changing patterns of disease spread across different regions, it is imperative to conduct a comprehensive evaluation of the nursing curricula, considering emerging and re-emerging diseases [ 26 ].

One noteworthy finding of the current study is that over 50% of the students expressed a strong moral commitment and personal belief in assisting those in need during disasters. In line with nursing professional ethics guidelines, it is essential to institutionalize empathy and accountability as ethical dimensions in the professional activity of students. This finding is in line with the findings of other studies [ 18 , 21 ]. The findings of the other study also demonstrated a significant and positive relationship between nurses’ professional ethics and responsiveness [ 27 ]. A study conducted in Saudi Arabia found that students who did not perceive participation in disaster relief activities as a moral obligation were less inclined to engage in such activities [ 12 ].

The current study identified immunization opportunities and the prevention of family infections as the most significant facilitators, while concerns for family safety were the most significant barriers. Notably, the study’s findings revealed that students’ families were both the most significant facilitator and the most significant barrier, particularly during infectious epidemics like the Covid-19 pandemic. Remarkably, the results of this study were influenced by the timing and context of the pandemic. In such situations, healthcare personnel, particularly volunteers, are primarily concerned about the potential transmission of the disease from the medical environment to their home environment. This finding has also been reported in other studies. A qualitative systematic review study demonstrated that concern for family was one of the primary themes. This concern was especially prominent regarding the transmission of the pathogen to parents and children [ 28 ]. The finding of a study by Delgado et al. [ 21 ], revealed that students’ biggest concern was the potential of infecting their families. As a result, many individuals chose to stay in the dormitory and modify their communication methods and interactions with their families and others. Among the significant facilitators of willingness to participate in disasters, this study identified comfort facilities and the availability of personal protective equipment for volunteer personnel. This finding was consistent with Delgado’s study [ 21 ]. However, caring for children and pets as barriers to participating in disasters identified in the other study [ 11 ].

One of the primary concerns is the perceived incapability of students to effectively response facing disasters due to inadequate training, and lack of preparedness in addressing and managing such catastrophic circumstances [ 7 , 29 ].

The lack of specific competencies, including knowledge and related skills, among nurses has been identified as a major barrier to an effective emergency response. These competencies are considered the foundation for training courses aimed at improving organizational readiness and response capabilities. Nursing students express a willingness to assist in disaster response, but may lack confidence in their ability to do so [ 30 ]. Nevertheless, supposedly despite their lack of expertise, nursing students experience lower levels of stress and are highly motivated to participate in disaster response because of their strong self-confidence [ 31 ]. As a result, the curricula for all Iranian medical science students have been updated to include two credits for disaster risk management, reflecting the recognition of the importance of education in promoting the preparedness and motivation of medical science students.

Moreover, this study indicated that activities such as triage and treatment, clinical care, and rescue were more desirable than other activities among nursing students. Although it may seem that specialized groups prefer to engage in activities that align with their specific roles and tasks, the findings present conflicting evidence. For instance, a cross-sectional study by Yonge et al. [ 32 ], found that 60–70% of the nursing students reported working in various roles within hospitals, such as assisting with patient feeding (67.2%), performing administrative tasks (60.8%), providing food and snacks for staff (64.8%), or performing tasks as needed (68.9%). Similarly, a similar proportion of students (65.1%) expressed willingness to volunteer for tasks such as answering phones, caring for neighbors (69.5%), or purchasing groceries for patients (65.2%).

The qualitative responses from this study included three respondents who expressed concerns that nursing students were not sufficiently prepared to serve as volunteer nurses. Conversely, two respondents felt that performing administrative and clerical tasks or engaging in non-specialized volunteer work was not an effective use of their skills.

Although a previous research highlighted the importance of demographic factors in determining disaster response [ 32 ], the present study found that only academic semesters were significantly associated with willingness to respond as the fourth-semester nursing students were more willing to respond to disasters than their peers. this finding is not in line with the findings of other study [ 12 ]. In the other investigation which conducted in Israel, results revealed that women under 40 and nurses were more likely to be absent than other subgroups [ 13 ]. It should be noted that a significant proportion of the study participants were unmarried women. It is conceivable that married women may have more responsibilities such as childcare, which could limit their willingness to respond to disasters.

Examining the correlation between nursing students’ choice of nursing field and their willingness to respond to disasters showed that the factors of serving and having an effective role in society were significantly related to the willingness to respond. Similarly, a previous study found that the desire to serve others, religious beliefs, and charitable motivations were strong motivators for volunteers, along with patriotism and gaining practical experience [ 12 ].

Furthermore, the study found that nursing students with a history of volunteering demonstrated a higher average willingness to assist in disaster relief than their peers. This finding is consistent with the results of a previous study which also found that professional experience with disaster teams was associated with a greater willingness to assist in disaster relief [ 11 ].

Understanding the level of willingness of healthcare providers to participate in disaster response can aid in disaster management and inform manpower planning strategies for health organizations and public health officials. To improve willingness, it is important to consider factors such as ensuring a safe environment, providing sufficient protective equipment, distributing available resources effectively, and increasing the number of personnel who can take on the responsibilities of nurses in emergency departments.

Study limitations

One limitation was the low participation rate among nursing students, which was addressed through email distribution and reminders. This study acknowledges this limitation and emphasizes the advantage of having a student distributor, which may have enhanced attention and participation. Another limitation of this study was the use of convenience sampling from a single setting, which may limit the generalizability of the result.

The study findings suggest that nursing students are generally willing to assist as members of the healthcare team during natural disasters but exhibit less willingness during pandemics and man-made disasters. Concerns about family health and the risk of disease transmission to loved ones were identified as primary barriers to nursing students’ participation and accountability. It is crucial to develop comprehensive disaster preparedness plans that incorporate a range of educational techniques to effectively recruit nursing students as alternative staff members during human resource disasters, particularly in nursing. The emotional characteristics of Eastern families, especially in Iran, and their unique relationships reveal the necessity of designing a family disaster plan with the aim of providing effective human resources during disasters. Furthermore, addressing students’ concerns, particularly those related to man-made and infectious disasters, will require appropriate personal protective equipment and vaccines when needed.

Data availability

Data is provided within the manuscript files.

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Acknowledgements

The authors of this article would like to express their gratitude to everyone who assisted in the completion of this project, with a special thanks to the students who contributed to the research implementation. The Research and Technology Deputy of University of Medical Sciences is also acknowledged for their support of this project.

This research did not receive any specific grant from funding agencies in the public, commercial, or not for profit sectors.

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Zahra Tayebi, Zahra Moatadelro, Ashkan Farokhi Pour & Bahar Nourian

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Z. T and R. N developed the original idea and the protocol, Z.M, A. FP, and B.N gathered and analyzed data. Z.T wrote the first draft of the manuscript. R.N contributed to the critical revision of the manuscript.

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Tayebi, Z., Norouzinia, R., Moatadelro, Z. et al. Nursing students’ willingness to respond in disasters: a cross sectional study of facilitators and barriers. BMC Nurs 23 , 416 (2024). https://doi.org/10.1186/s12912-024-02088-4

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A Day in the Life of a Nursing Student

By Joy Elizabeth Cadman 06-20-2024

On May 9, as hundreds of University of Miami nursing students were preparing to swap their hospital scrubs for graduation regalia, a group of South Florida high school students was trying the nursing profession on for size during the second annual “A Day in the Life of a Nursing Student,” an event hosted by UM’s School of Nursing and Health Studies and Simulation Hospital Advancing Research and Education (S.H.A.R.E.®).

“A Day in the Life of a Nursing Student” was created last year by Zuzer Calero, S.H.A.R.E.’s executive director of business operations, as a way to increase community engagement. “This event allows high schoolers interested in pursuing a degree in health care-related fields who will soon start the college application process to experience what their school days would consist of if accepted into our program,” said Calero.

As students from Southwest Miami and Westland Hialeah senior high schools arrived for this year’s event, they were welcomed with a flurry of activities, transforming what would have been a quiet summer day between semesters at SONHS into a day filled with liveliness and fun. First, Calero introduced students to the 5-story simulation hospital. Then, Dr. Ruth Everett-Thomas, Associate Dean for Simulation Programs, presented short videos demonstrating the importance of simulation education at SONHS and S.H.A.R.E.’s mission to promote infection control by preparing nurses to better protect their patients. Hospital-acquired infections are a leading cause of morbidity in the United States, explained Dr. Everett-Thomas.

From there, the students were split into five small groups and escorted through various activity stations coordinated and staffed by simulation educators Michelle Arrojo, D.N.P. ’18, Jacqueline Lopez, Michelle Osso, and Gloria Trujillo; simulation technologist Didier Torres; and simulation faculty Drs. Yui Matsuda and Everett-Thomas.

The students got a glimpse into basic nursing skills that would be built upon in undergraduate nursing programs like the one at SONHS. Dr. Matsuda led students in identifying medical errors in an ICU setting, an activity designed to reinforce the importance of patient safety. Using a mid-fidelity simulant, Dr. Arrojo had participants practice taking vital signs, teaching them to distinguish normal and abnormal results. Lopez and Osso coordinated a medically themed “escape room” for the students, and taught them how to administer EpiPens to manage severe allergic reactions. Dr. Everett-Thomas discussed proper CPR/automated external defibrillator techniques and demonstrated on a simulant how to respond to a choking incident.

During a lesson in head-to-toe health assessments, overseen by Trujillo, staff in the control room simulated planned episodes of vomiting, seizure, cardiac arrest and more in the high-fidelity simulant “patients,” intensifying the experience. At first glance, the students found the hands-on activity amusing, their laughs being heard from another room the first time they interacted with a simulator. But, as fascinating as they found watching the simulator mimic medical emergencies, the students also understood the importance of the exercise, asking questions about how and why things were being done and inquiring about other procedures. As they moved to their next “Day in the Life” station, the students could be heard commenting that this activity offered good preparation for patient care and said they could see why simulation was such a successful learning tool for nursing.

The day-long experience inspired even greater curiosity about what being a student at SONHS might entail. The students were eager learners about both nursing and simulation. They asked how the hospital functions and helps students, for example. They wanted to know everything a simulation educator does and how best to translate procedures learned in simulation to the clinical setting.

The S.H.A.R.E. team was excited to work with these aspiring nursing students who soon could be applying to the University of Miami, and the high schoolers seemed thrilled to get their hands on the state-of-the-art technology S.H.A.R.E. offers. All in all, it was a day of camaraderie, laughter, and exploration, as the future of SOHNS walked its halls for the first—and hopefully not the last—time.

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Amani Baidwan, Kendyl Egizi and Alysha Payne

Darrell Jackson, 81 year old male, came to the Emergency Department at Los Robles Hospital by ambulance after he collapsed in a coffee shop. Upon arrival he presented with left sided weakness, facial drooping, and aphasia. He was diagnosed with an ischemic stroke, right humerus head fracture, and right wrist fracture. The priority of care upon initial presentation to the Emergency Department included a CT scan, frequent monitoring of vital signs, starting a peripheral IV, drawing labs, assessing blood glucose, and an EKG. The nurse in the Emergency Department continuously monitored Mr. Jackson’s neurological status, changes in level of consciousness and signs and symptoms of complications.

After much discussion with the family, consent was given for tissue plasminogen activator (tPA). After tPA was given, Mr. Jackson converted to a hemorrhagic stroke, which is one of many risks associated with administration of tPA. He was His computed tomographic scans (CT) revealed intraparenchymal hematoma in both cerebral hemispheres and a large hemorrhage in the left parietal lobe. In the Intensive care Unit, Mr. Jackson was on  a ventilator, had a RASS score of -5 and was only responsive to noxious stimuli. Priority in plan of care included airway management and a CPAP trial to begin weaning protocols. The CPAP trial failed, and a tracheostomy was placed. Mr.Jackson was then transferred to the Progressive Care Unit to continue treatment where the NG tube was removed and a PEG tube was inserted. Mr. Jackson has no known allergies and has a history of hypertension, dementia, Parkinson’s disease, stroke, diabetes, GERD, BPH, hypophosphatemia and anemia.

Collaborative interventions are necessary from all healthcare providers, such as physicians, nurses, physical therapy, occupational therapy, speech therapy, case management and social work, to adequate;y care for Mr. Jackson. Case management has been working closely with the family to provide necessary resources to continue care for Mr. Jackson after discharge from the hospital. Mr. Jackson was discharged home with home health after 3 weeks in the hospital. His condition prior to discharge was as follows: A/O x 3 with mild cognitive deficits, speech impairment and left sided weakness.

Discussion Questions

• What is the difference between an ischemic stroke and hemorrhagic stroke?
• What are some of the risk associated with tissue plasminogen activator (tPA) that the nurse would need to assess for and educate the patient about?
• What are some of the psychological needs the nurse should anticipate for a patient who has experienced a stroke?

Nursing Case Studies by and for Student Nurses Copyright © by jaimehannans is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Marketing Meets Science in Grad Student-Researcher Collaboration

Connor mokrzycki, students in the professional mba program get real-world experience helping a ritchie school professor market his social robot..

Students in the Daniels College of Business are no strangers to using case studies to learn, but Michael Myers, associate teaching professor and academic director of the MBA program, decided to take it a step further: Why not give students the chance to collaborate with DU researchers on marketing real-world products created right here on campus?

For two students in the Professional Master of Business Administration (PMBA) program , that led to working with Mohammad Mahoor, professor of electrical and computer engineering in the Ritchie School of Engineering and Computer Science , to help him market a robot he developed to benefit children with autism spectrum disorders.

Much of Mahoor’s research focuses on computer vision, machine learning and algorithm development with the goal of developing social robots—automatons that can socially interact with humans, potentially offering a wide range of beneficial uses. Previously, Mahoor and his fellow researchers developed Ryan, a companion robot designed to assist patients with Alzheimer’s .

When Myers partnered with Mahoor to bring the project into his classroom, it drew the attention of Jacquelin Lalor, who has a background in school nursing, and Ashley Hill, assistant director of Equity Labs at DU. Both were immediately interested, says Lalor. “ I think it was a perfect fit . It touched on some things that were important to us.”

The two were tasked with developing a marketing plan and began by researching the existing market, potential demand and competing products, among numerous other factors. “Then, we did a lot of research around the audience—who uses the product that you're developing the marketing plan for? The user drives a majority of the way that the rest of the plan is set up,” says Hill. With a thorough understanding of the market, the product and the audience, they developed and presented a go-to-market plan in the spring quarter.

The opportunity to do real, meaningful work with researchers across the disciplines made the project even more impactful, Lalor says. “The integration and collaboration between different segments in the university was really exciting as an MBA student,” she says. “We do a lot of case studies, but this is personal. We met these people; we know what their work is—that's very different than reading and responding to a case study.” And for Hill, balancing the needs of a multi-faceted audience and user base was both interesting and challenging. Compared to other coursework, she says, “this was very multi-dimensional in a lot of different ways.”

Beyond gaining practical skills and real-world experience, Hill adds, collaborating with faculty whose research is focused on the public good was rewarding. “They want to help people and do research that is meaningful, important and generative. They’re looking for a better future. It was really refreshing and inspiring for me to be in conversation with this internal team and with Dr. Mahoor’s folks and to know that that alignment is out there,” she says.

For Myers, the project was part of a push to provide students opportunities to work with intellectual property, gaining valuable, real-world skills and knowledge, which he says is crucial for preparing students for their careers. “In the business school, we fight to bring reality in—because abstraction doesn't help,” he says. “That's what this type of project brings to students.”

Myers hopes to continue providing his students with these types of experiences. “The buffet is open. We would like [faculty] to come and bring projects in—and we will help you execute,” he says. “If you have a need, I've got a small army of brilliant students who will do great work.”

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