Methods:
Developing critically thinking nurses is one of the leading challenges facing nursing faculty today. Teaching with case studies has gained in popularity in nursing education. The case study format simulates the clinical environment and provides students with contextual learning without the pressure of making critical care decisions. Nursing educational programs have developed strategies to meet the educational needs of all students. Despite these efforts, many students may require academic support along the trajectory from student to graduate nurse. Research has shown that students perceive varying levels of difficulty based on their previous educational backgrounds making the transition to nursing more stressful. Faculty developed Nursing Tutorials for Student Success using a case-based learning approach. Nursing Tutorials is a faculty led support program open to all students in the First and Second Semesters which takes place after classes each week at a prescribed date, time and room. All students are encouraged to attend Nursing Tutorials. Dedicated faculty use prepared unfolding case studies from evidence-based sources that correlate with class content for the week. The unfolding case studies are modified to meet class objectives and additional content added as necessary. The printed case scenarios are distributed to the participants. In addition, the scenarios are available on the web-based learning management system for those students unable to attend the sessions. This is an informal small group setting in which class participation is voluntary. Attendance demonstrates that students are self-directed in finding learning strategies needed for academic success.Each week faculty select a new case study and modify it to meet course objectives following the weekly topical outline. In addition, faculty add National Council Licensure Examination (NCLEX) style questions to enhance nursing test taking strategies. Though not new as a teaching strategy, case-based scenarios for nursing tutorials is innovative in that it promotes thinking like a nurse in an informal and protected learning environment and allows for group interaction and discussion. Not all innovations require a mechanical, electronic or digital device; it can simply be a better way of doing something.
Results: Currently there is no statistical data or methods in place to evaluate the effectiveness of this teaching strategy. Attendance is good to fair with approximately ten to 30 percent of the first and second sequence student population in attendance. Case study content has recently been delivered in lecture thereby reinforcing knowledge gained. Students verbalized that they enjoyed Nursing Tutorials, liked the case based scenarios enabling them to think like nurses.
Conclusion: Plans to evaluate the effectiveness of the Nursing Tutorials include the development of an Institutional Review Board (IRB) approved anonymous survey that will be distributed to the participating students. The survey will also include a qualitative descriptive component to elicit feedback and suggestions for improvement of the tutorials and to ascertain ongoing student need and interest.