Case Studies in a Flipped Classroom: An Approach to Support Nursing Learning in Pharmacology and Pathophysiology

Abstract

Background: Comprehensive understanding of pharmacology and pathophysiology is required for safe and effective use of medications in patient care. Case studies are an active learning strategy that can develop higher level learning. The use of case studies as a learning strategy in pharmacology and pathophysiology has not been assessed in nursing students.

Methods: Undergraduate nursing students were surveyed to determine their perceptions of the use of case studies as a learning strategy in pharmacology and pathophysiology. Average responses to statements created for the study were measured using a Likert scale and differences were determined using ANOVA. Exploratory factor analysis of the data was performed.

Results: Participants reported that the utilization of case studies enhanced knowledge acquisition and application in pharmacology and pathophysiology. Participants recommended the use of case studies as a learning strategy. Factor analysis produced two factors. Factor 1 was designated self-efficacy and critical reasoning around pathophysiology and pharmacology in patient care. Factor 2 was designated as attitude towards the learning model.

Conclusion: Case studies engage students and are a potential tool for effective nursing education. Nursing students believe that case studies help to develop higher level learning when studying pharmacology and pathophysiology. A tool was developed that demonstrates potential for accurately measuring student attitudes towards a learning strategy and the impact of the learning strategy on nursing students’ self-efficacy related to pharmacology and pathophysiology.