From Theory to Practice: An Implementing Case-Based Learning in a Family Health Nursing Master's Course

TL;DR

This paper explores how case-based learning helps nursing students connect theory with real-life scenarios in a master's program.

Contribution

The paper presents an exploratory application of CBL in a Family Health Nursing master's course with a structured six-phase methodology.

Findings

CBL enhanced engagement, teamwork, and clinical reasoning among nursing students.

Nurses experienced professional and cognitive growth despite initial discomfort with active learning.

The study supports CBL's effectiveness in preparing students for family-centered care complexities.

Abstract

Case-based learning (CBL) has gained increasing attention in nursing education for its ability to promote critical thinking, reflective practice, and the integration of theory with real-life clinical scenarios. This article aims to present the exploratory application of CBL in a study carried out during a master's program in Family Health Nursing.

The methodology included six structured phases, culminating in a strengths, weaknesses, opportunities, threats (SWOT) analysis to evaluate the pedagogical impact.

CBL facilitated nurses engagement, teamwork, and the development of clinical reasoning. Despite initial discomfort with the active learning format, nurses reported significant professional and cognitive growth.

The findings support the relevance of CBL in preparing nursing students for the complexities of family-centered care.

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