Document Type

Presentation

Publication Date

1-12-2021

Abstract

Teaching during a pandemic calls for some restructuring of traditional in-person classes and a great deal of creativity. The amount of time that students are spending online has increased dramatically, and with that comes an increased effort to keep students engaged. The traditional case study is a great teaching tool but it can be difficult to manage in a large classroom, and requires a specific progression to answer all the questions. A segmented unfolding case study is one option. Each student group is given a portion of the patient’s story along with critical thinking questions. This allows for the class as a whole to contribute to the completion of the unfolding case study, sharing lessons learned and keeping the class engaged as a whole. A second option is the reverse case study. Students are given specific information (vital signs, background) about an exemplar, and have to create a story that applies the data. This approach allows for students to be creative and really paint a picture of the type of patient they expect will present in such a manner. A third option is a case study that allows the student to choose their own path, exploring different interventions and seeing first-hand what the results of those choices are. A PowerPoint presentation utilizing hyperlinks takes the students through an unfolding case study, but allows students to make clinical choices that ultimately decides the patient’s outcome. All three approaches were recently used in one level of the undergraduate nursing program at UNM. A flipped classroom set up has been implemented, with the students completing pre-work or viewing pre-recorded videos at the beginning of the week and then meeting online to complete the activity. Students voluntarily participated in a Survey Monkey questionnaire to determine their level of satisfaction with the activities. 34 out of 40 students found the activities to be either very valuable or extremely valuable on a Likert scale.

Comments

This presentation was presented during the University of New Mexico Health Sciences Center Education Days.

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