Action research for change: Implementation of ‘case based learning’ to the undergraduate nursing students: A qualitative study

Catherine M. Abou-Zaid


Background: Within the faculty of nursing in RCSI–Bahrain our aim is to deliver the information and knowledge in the best possible evidence based practice delivery system known to us. This should be based on up to date evidence and research. Within my own university the delivery systems are varied. We need to bring the entire faculty together to change the habits of old. In order to do this we as educators need to be able to introduce new innovation by planning a change process and by using a good simple change model to help in the process. Introducing the change will need to be done by the collaboration of transformational leadership along with other appropriate leadership styles.

Methods: The qualitative design methodology was used with focus groups as the data collection process. Thematic analysis was used to break down the data collected. Themes were analyzed and recommendations for the change to case based learning as a means of knowledge and information delivery. The sample population in the research study will be from the author’s own university. The cohorts of students are from Nursing Year 2 and 3. They were been chosen from a cohort of 224 under graduate nursing students. Seven students were chosen by random selection from answering an email sent by the researcher, the first 7 students to answer the email were chosen for the focus group interviews.

Results: Looking at the present delivery systems it was now understood that they preferred case-based learning over traditional lectures. More interaction keeps the students interested and active in class. Smaller groups will be proposed for the next semester as the recommendations from both faculty and students were that the groups were too large. Consistency in faculty delivering the information and knowledge needs to be investigated further. Students who initially are unhappy with case-based sessions have warmed to the idea of changes being made.

Conclusion: The students need to be more involved in their learning and this can be done by using case- based studies as a start to the process of student involvement. The case based study sessions are part of the learning process and are being used by the third year undergraduate students in most of the medical-surgical module sessions. Our aim is now to introduce other undergraduate students in nursing year 1 & 2 to the case based activity sessions. Because this is an action research change project we have to look at the participants that will also be part of the action process.


Full Text:



Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

Copyright © Sciedu Press 
To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.