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  • CREATIVE CLASSROOMS: Nursing 4100: Advanced Concepts and Skills

    Monday, June 18, 2018
    News Releases

    Case studies are an important part of learning to become a nurse.

    They provide a human context that can help students learn to think like a nurse using the following steps: noticing, interpreting, responding and reflecting.

    Beyond that, nurses need to understand and incorporate the ‘human’ element of nursing. These are essential steps for a nurse in their goal to get to know the client, said Profs. Daphne Kennedy and Peggy Colbourne, nursing instructors at the Western Regional School of Nursing.

    The instructors wanted to provide their nursing students access to real-life patients and expose them to important contributors to health including culture, family support and access to services while in the classrooms setting.

    The nursing instructors hired an actor to record the narrative of a provided fictional persona  and script that could resemble any given middle-aged, rural, Aboriginal man in Newfoundland and Labrador, knows as “Mr. Benoit.” Through an unfolding story presented sequentially throughout the term, the students came to understand the factors that affect one’s health. Some of the issues discussed by the ‘patient’ through the were: complexity of care, chronic illness, cultural competency, critical care, rehabilitation, community care, and end-of-life care.

    “Students were deeply engaged with Mr. Benoit’s story,” said  Profs. Kennedy and Colbourne. “They became invested in his health outcomes, and anticipated the potential consequences of their nursing actions, or inactions. When the students realized that this story would unfold throughout the term and incorporate the essential course concepts, some were worried that he would be the person that would die when learning about end-of-life care.”

    Coming to know Mr. Benoit helped students connect with the course concepts in a meaningful way, said the instructors.

    “Students were able to practice nursing deliberately, and with a sense of what the priorities were from the perspective of the client. They were thinking like nurses, using their clinical judgement in subsequent simulations and class activities, which is exactly what our research tells us is a critical component of nursing education.”


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