Faculty who teach nursing research may find it difficult to keep students engaged while learning research concepts, the importance of evidence-based practice, and the significance of research in improving patient outcomes. One strategy that faculty may choose to use is an unfolding case study throughout the research course. At the start of the class, the unfolding case study is presented with a video and discussion of a brief story of a medical case (Josie King Story, http://josieking.org/home/) regarding a patient and an error that resulted in the death of the patient. Students are then placed in small groups of 4 to formulate PICOT (patient/problem, intervention, comparison, outcome, time) questions. As the semester progresses, the unfolding case study is revealed in detail and is tied into the weekly lecture material. For example, a literature critique is discussed in class, and articles may be selected to address PICOT questions relating to prevention of medical errors, safe practice, and communication techniques between health care providers. The unfolding case study continues throughout the semester with discussion questions focused on how the outcome could have been different and assists the students in understanding key components that include PICOT questions, critique of articles, benefits of evidence-based practice, quality measures, and research methods. At the completion of the semester, students provide feedback indicating that the use of the unfolding case study and videos played a pivotal role in understanding course content.

By Yolanda M. Nelson, EdD, MSNed, RN-BC, Clinical Site Coordinator, The College of New Jersey, School of Nursing,mailto:[email protected].