case study format for bsc nursing students

How to Write a Nursing Case Study Paper (A Guide)

Most nursing students dread writing a nursing case study analysis paper, yet it is a mandatory assignment; call it a rite of passage in nursing school. This is because it is a somewhat tricky process that is often overwhelming for nursing students. Nevertheless, by reading this guide prepared by our best nursing students, you should be able to easily and quickly write a nursing case study that can get you an excellent grade.

How different is this guide from similar guides all over the internet? Very different!

This guide provides all the pieces of information that one would need to write an A-grade nursing case study. These include the format for a nursing case study, a step-by-step guide on how to write a nursing case study, and all the important tips to follow when writing a nursing case study.

This comprehensive guide was developed by the top nursing essay writers at NurseMyGrade, so you can trust that the information herein is a gem that will catapult your grades to the next level. Expect updates as we unravel further information about writing a nursing case study.

Now that you know you've discovered a gold mine , let's get right into it.

What Is a Nursing Case Study?

A nursing case study is a natural or imagined patient scenario designed to test the knowledge and skills of student nurses. Nursing case study assignments usually focus on testing knowledge and skills in areas of nursing study related to daily nursing practice.

As a nursing student, you must expect a nursing case study assignment at some point in your academic life. The fact that you are reading this post means that point is now.

While there is no standard structure for writing a nursing case study assignment, some things or elements must be present in your nursing assignment for your professor to consider it complete.

In the next section, you will discover what your instructor n expects in your nursing case study analysis. Remember, these are assignments where you are given a case study and are expected to write a case analysis report explaining how to handle such scenarios in real-life settings.

The Nursing Case Study Template

The typical nursing case study has nine sections. These are:

• Introduction
• Case presentation (Patient info, history, and medical condition)
• Diagnosis/Nursing assessment
• Intervention/Nursing care plan
• Discussion and recommendations

The Structure of a Nursing Case Study Analysis

You now know what nursing professors expect in a nursing case study analysis. In this section, we will explain what to include in each section of your nursing case study analysis to make it an excellent one.

1. Title page

The title page is essential in all types of academic writing. You must include it in your nursing case study analysis or any other essay or paper. And you must include it in the format recommended by your college.

If your college has no specific title page format, use the title page format of the style requested in the assignment prompt. In nursing college, virtually all assignments should be written in Harvard or APA format .

So, check your assignment prompt and create your title page correctly. The typical title page should include the topic of your paper, your name, the name of your professor, the course name, the date you are submitting the paper, and the name of your college.

2. Abstract

Most nursing professors require you to include an abstract in your nursing case study analysis. And even when you are not explicitly required to write one, it is good to do so. Of course, you should consult with your professor before doing so.

When writing an abstract for your paper, make sure it is about 200 words long. The abstract should include a brief summary of the case study, including all the essential information in the patient presentation, such as the history, age, and current diagnosis.

The summary should also include the nursing assessment, the current interventions, and recommendations.

3. Introduction

After writing the title page and the abstract, start writing the introduction. The introduction of a nursing case study analysis must briefly include the patient's presentation, current diagnosis and medication, and recommendations. It must also include a strong thesis statement that shows what the paper is all about.

You shouldn't just write an introduction for the sake of it. If you do so, your introduction will be bland. You need to put in good effort when writing your introduction. The best way to do this is to use your introduction to show you understand the case study perfectly and that you will analyze it right.

You can always write your introduction last. Many students do this because they believe writing an introduction last makes it more precise and accurate.

4. Case Presentation (Status of the Patient)

After introducing your nursing case study analysis, you should present the case where you outline the patient's status. It is usually straightforward to present a case.

You must paraphrase the patient scenario in the assignment prompt or brief. Focus on the demographic data of the patient (who they are, age, race, height, skin tone, occupation, relationships, marital status, appearance, etc.), why they are in the case study or scenario, reasons they sought medical attention, chief complaint, and current diagnosis and treatment. You should also discuss the actions performed on the patient, such as admission to the ICU, taking vital signs, recommending tests, etc.

In short, everything necessary in the patient scenario should be in your case presentation. You only need to avoid copying the patient scenario or case study word-for-word when writing your case presentation.

5. Diagnosis and Assessment

After the case presentation, you should explain the diagnosis. In other words, you should explain the condition, disease, or medical situation highlighted in the case presentation. For example, if the patient is a heavy smoker and he has COPD, it is at this point that you explain how COPD is linked to heavy smoking.

This is the section where you thoroughly discuss the disease process (pathophysiology) by highlighting the causes, symptoms, observations, and treatment methods. You should relate these to the patient's status and give concrete evidence. You should describe the progression of the disease from when the client was admitted to a few hours or days after they were stabilized. Consider the first indication of the disease that prompted the patient to seek further medical assistance.  

Your paper should also elucidate the diagnostic tests that should be conducted and the differential diagnosis. Ensure that each is given a well-founded rationale.

When explaining the condition, go deep into the pathophysiology. Focus specifically on the patient's risk factors. Ensure you get your explanation from recent nursing literature (peer-reviewed scholarly journals published in the last 5 years). And do not forget to cite all the literature you get your facts from.

In short, this section should explain the patient's condition or suffering.

6. Nursing Intervention

After the diagnosis and nursing assessment section, your nursing case study analysis should have an intervention section. This section is also known as the nursing care planning section. What you are supposed to do in this section is to present a nursing care plan for the patient presented in the patient scenario. You should describe the nursing care plan and goals for the patient. Record all the anticipated positive changes and assess whether the care plan addresses the patient's condition.

A good nursing care plan details the patient's chief complaints or critical problems. It then describes the causes of these problems using evidence from recent medical or nursing literature. It then details the potential intervention for each problem. Lastly, it includes goals and evaluation strategies for the measures. Most professors, predominantly Australian and UK professors, prefer if this section is in table format.

Some nursing professors regard the intervention section (or nursing care plan section) as the most critical part of a nursing case study. This is because this part details precisely how the student nurse will react to the patient scenario (which is what the nursing professors want to know). So, ensure you make a reasonable effort when developing this section to get an excellent grade.

7. Discussion and Recommendations

The intervention section in a nursing case study is followed by a discussion and recommendations section. In this section, you are supposed to expound on the patient scenario, the diagnosis, and the nursing care plan. You should also expound on the potential outcomes if the care plan is followed correctly. The discussion should also explain the rationale for the care plan or its significant bits.

Recommendations should follow the discussion. Recommendations usually involve everything necessary that can be done or changed to manage a patient's condition or prevent its reoccurrence. Anything that enhances the patient's well-being can be a recommendation. Just make sure your key recommendations are supported by evidence.

8. Conclusion

This is the second last section of a typical nursing case study. What you need here is to summarize the entire case study. Ensure your summary has at least the case presentation, the nursing assessment/diagnosis, the intervention, and the key recommendations.

At the very end of your conclusion, add a closing statement. The statement should wrap up the whole thing nicely. Try to make it as impressive as possible.

9. References

This is the last section of a nursing case study. No nursing case study is complete without a references section. You should ensure your case study has in-text citations and a references page.

And you should make sure both are written as recommended in the assignment. The style section is usually Harvard or APA. Follow the recommended style to get a good grade on your essay.

Step-By-Step Guide to Writing a Nursing Case Study

You know all the key sections you must include in a nursing case study. You also know what exactly you need to do in each section. It is time to learn how to write a nursing case study. The process detailed below should be easy to follow because you know the typical nursing case study structure.

1. Understand the Assignment

When given a nursing case study assignment, the first thing you need to do is to read. You need to read two pieces of information slowly and carefully.

First, you need to read the prompt itself slowly and carefully. This is important because the prompt will have essential bits of information you need to know, including the style, the format, the word count, and the number of references needed. All these bits of information are essential to ensure your writing is correct.

Second, you need to read the patient scenario slowly and carefully. You should do this to understand it clearly so that you do not make any mistakes in your analysis.

2. Create a Rough Outline

Failure to plan is a plan to fail. That is not what you are in it for anyway! In other words, do not fail to create an outline for your case study analysis. Use the template provided in this essay to create a rough outline for your nursing case study analysis.

Ensure your outline is as detailed as it can be at this stage. You can do light research to achieve this aim. However, this is not exactly necessary because this is just a rough outline.

3. Conduct thorough research

After creating a rough outline, you should conduct thorough research. Your research should especially focus on providing a credible and evidence-based nursing assessment of the patient problem(s). You should only use evidence from recent nursing or medical literature.

You must also conduct thorough research to develop an effective intervention or nursing care plan. So when researching the patient's problem and its diagnosis, you should also research the most suitable intervention or do it right after.

When conducting research, you should always note down your sources. So for every piece of information you find, and what to use, you should have its reference.

After conducting thorough research, you should enhance your rough outline using the new information you have discovered. Make sure it is as comprehensive as possible.

4. Write your nursing case study

You must follow your comprehensive outline to write your case study analysis at this stage. If you created a good outline, you should find it very easy to write your nursing case study analysis.

If you did not, writing your nursing case study will be challenging. Whenever you are stuck writing your case study analysis paper, you should re-read the part where we explain what to include in every section of your analysis. Doing so will help you know what to write to continue your essay. Writing a nursing case study analysis usually takes only a few hours.

5. Reference your case study

After writing your case study, ensure you add all in-text citations if you have not already. And when adding them, you should follow the style/format recommended in the assignment prompt (usually APA or Harvard style).

After adding in-text citations exactly where they need to be and in the correct format, add all the references you have used in a references page. And you should add them correctly as per the rules of the style you were asked to use.

Do not forget to organize your references alphabetically after creating your references page.

6. Thoroughly edit your case study

After STEP 5 above, you need to edit your case study. You should edit it slowly and carefully. Do this by proofreading it twice. Proofread it slowly each time to discover all the grammar, style, and punctuation errors. Remove all the errors you find.

After proofreading your essay twice, recheck it to ensure every sentence is straightforward. This will transform your ordinary case study into an A-grade one. Of course, it must also have all the standard sections expected in a case study.

Recheck your case study using a grammarly.com or a similar computer grammar checker to ensure it is perfect. Doing this will help you catch and eliminate all the remaining errors in your work.

7. Submit your case study analysis

After proofreading and editing your case study analysis, it will be 100% ready for submission. Just convert it into the format it is required in and submit it.

 Nursing Case Study Tips and Tricks

The guide above and other information in this article should help you develop a good nursing case study analysis. Note that this guide focuses entirely on nursing case scenario-based papers, not research study-based nursing case studies. The tips and tricks in this section should help you ensure that the nursing case study analysis you create is excellent.

1. Begin early

The moment you see a nursing case study assignment prompt, identify a date to start writing it and create your own deadline to beat before the deadline stated in the prompt.

Do this and start writing your case study analysis early before your deadline. You will have plenty of time to do excellent research, develop an excellent paper, and edit your final paper as thoroughly as you want.

Most student nurses combine work and study. Therefore, if you decide to leave a nursing case study assignment until late to complete it, something could come up, and you could end up failing to submit it or submitting a rushed case study analysis.

2. Use the proper terminology

When writing an essay or any other academic paper, you are always encouraged to use the most straightforward language to make your work easy to understand. However, this is not true when writing a nursing case study analysis. While your work should certainly be easy to understand, you must use the right nursing terminology at every point where it is necessary. Failure to do this could damage your work or make it look less professional or convincing.

3. Avoid copying and pasting

If you are a serious nursing student, you know that copying and pasting are prohibited in assignments. However, sometimes copying and pasting can seem okay in nursing case studies. For example, it can seem okay to copy-paste the patient presentation. However, this is not okay. You are supposed to paraphrase the verbatim when presenting the patient presentation in your essay. You should also avoid copy-pasting information or texts directly. Every fact or evidence you research and find should be paraphrased to appear in your work. And it should be cited correctly.

4. Always ask for help if stuck

This is very important. Students are usually overwhelmed with academic work, especially a month or two to the end of the semester. If you are overwhelmed and think you will not have the time to complete your nursing case study analysis or submit a quality one, ask for help. Ask for help from a nursing assignment-help website like ours, and you will soon have a paper ready that you can use as you please. If you choose to get help from us, you will get a well-researched, well-planned, well-developed, and fully edited nursing case study.

5. Format your paper correctly

Many students forget to do proper formatting after writing their nursing case study analyses. Before you submit your paper, make sure you format it correctly. If you do not format your paper correctly, you will lose marks because of poor formatting. If you feel you are not very confident with your APA or Harvard formatting skills, send your paper to us to get it correctly formatted and ready for submission.

Now that you are all set up ...

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10 Nursing Case Study Analysis Examples [Format + Structure]

• August 6, 2022
• Writing Guides

If you are a nursing student, you may be asked to write a case study analysis. This can be a daunting task, but it is possible to do if you follow some simple steps. Here we include Nursing Case Study Analysis Examples to help you get started.

Here's What You'll Learn

First, read the case study and make sure you understand the situation. Next, identify the key players involved and their role in the case. Finally, analyze the data presented and draw your own conclusions.

Writing a case study analysis can be challenging, but it is also an excellent way to learn more about nursing care. By taking the time to understand the situation and identify the key players, you will be able to gain valuable insights that can be applied to future cases.

10 Nursing Case Study Analysis Examples

Nursing Case study Analysis Format and Structure

When it comes to writing a case study analysis, there is no one-size-fits-all approach. However, there is a general format and structure that you can follow to ensure your analysis is well-organized and flows smoothly. Here are the basics:

A nursing case study is a detailed study of a patient that is encountered by a nurse. The purpose of the case study is to provide a comprehensive view of the patient’s health condition and history. Nurse practitioners use case studies to enhance their ability to care for patients by providing them with a more complete picture of the patient’s health. Nurse practitioners may use different formats for their nursing case studies. However, all case studies should include certain key elements. These key elements include:

As a nursing practitioner, you will be responsible for analyzing patient cases and providing care based on your findings. There are key elements that you must take into account when performing a case analysis in order to ensure that you are providing the best possible care for your patients.

• The first element is the patient’s history. You will need to obtain a complete medical history in order to understand the background of the case and identify any potential risk factors.
• Next, you will need to perform a physical examination of the patient. This will help you to identify any physical signs or symptoms that may be related to the case.
• You will also need to order and review any laboratory tests or imaging studies that have been performed on the patient. These results can provide valuable information about the patient’s condition.
• Once you have gathered all of this information, you will need to start piecing together the puzzle to form a diagnosis. This process will involve synthesizing all of the information you have gathered and making a determination about what is causing the patient’s symptoms.
• Once you have made a diagnosis, you can start developing a treatment plan. This plan should be tailored specifically to the needs of the individual patient.

When writing a nursing case study, nurse practitioners should use a clear and concise format. The format should be easy to follow and understand. Nurse practitioners should also include all of the key elements in their nursing case studies. Nursing Case Study Analysis Examples

How to write a case study assignment

A case study is an in-depth analysis of a real-life situation or incident, as a way to illustrate content and theory to students. It is usually presented as a written report, but can also be done in the form of a presentation, video, or multimedia production.

Case studies are used in many different disciplines, including business, law, psychology, nursing, social work, and medical sciences.

A case study assignment is a type of paper that requires you to analyze a real-life or fictional situation and offer possible solutions. This can be a challenging task, but if you follow some basic guidelines, you can write a successful case study assignment.

Here are some tips on how to write a case study assignment:

• Read the case study carefully. Make sure you understand the situation and the problem that needs to be solved.
• Research the subject matter. You will need to have a good understanding of the relevant theories and concepts in order to offer possible solutions.
• Read the case study carefully. This may seem obvious, but it is important to get a clear understanding of the situation before you start writing. Make sure you have all the relevant facts and figures to hand before you start.
• Identify the key issues. Once you have read and understood the case study, you need to identify the key issues that it raises. These will form the basis of your analysis.
• Research the law/theory applicable to the key issues. Once you have identified the key issues, you need to research the law or theory that applies to them. This will help you to form your arguments and conclusions.
• Write your paper. Be sure to present your analysis in a clear and concise manner. Your paper should be well-organized and well-written

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How to Write and Format Evidence-Based Nursing Case Studies: A 2025 Guide

Carla logan msn, aprn-cnp, rn.

• July 18, 2024
• Nursing Writing Guides

Case studies play a crucial role in nursing education and practice, offering in-depth insights into patient care and outcomes. They allow nursing students and professionals to explore real-world scenarios, develop critical thinking skills, and apply theoretical knowledge in clinical settings. This article provides a comprehensive guide on how to write evidence-based nursing case studies, detailing various types, benefits, limitations, and a step-by-step format for creating impactful nursing case studies.

How to Write and Format Evidence-Based Nursing Case Studies

Overview of a Case Study in Nursing

A nursing case study is a detailed examination of an individual patient or a group of patients, focusing on their clinical presentation, nursing interventions, and outcomes. It helps to educate and inform by providing a real-world context for nursing practice and contributing to the development of care. Nursing case studies explore various aspects of patient care, including the nursing process, nursing diagnoses, care plans , and treatment plans.

Nursing Case Study Format

• Title Page: The title page should clearly state the title of the case study, the author(s), and their affiliation. This page sets the stage for the reader, providing essential information about the study.
• Abstract: The abstract is a concise summary of the entire case study. It should briefly describe the patient’s case, interventions, outcomes, and the significance of the study. An effective abstract allows readers to quickly grasp the main points of the nursing case study.
• Introduction: The introduction provides background information and sets the context for the case study. It should include a statement of the problem or clinical issue, explaining why this case is significant and worthy of study. This section may also touch on the patient’s medical history and the reason they seek medical attention.
• Patient Profile: The patient profile section includes demographics such as age, gender, and relevant medical history. This information helps contextualize the patient’s condition and care needs. It may include details about past medical history, history of hypertension, or other relevant patient conditions.
• Assessment Data: This section presents subjective data (e.g., patient’s complaints) and objective data (e.g., vital signs, physical examination findings). Diagnostic tests and their results should also be included, providing a comprehensive view of the patient’s condition. The nursing assessment process and findings from the physical examination are crucial components of this section.
• Nursing Diagnoses: Identify and prioritize the nursing problems based on the assessment data. Each diagnosis should be clearly stated and justified with evidence from the patient’s case. This section demonstrates the nurse’s ability to diagnose and prioritize patient needs.
• Interventions: Describe the nursing interventions implemented to address the identified problems. Each intervention should include a rationale, explaining why it was chosen and how it was expected to benefit the patient. This section may include details about medication administration, pain management strategies, or other specific nursing interventions.
• Outcomes Evaluate the patient’s response to the nursing interventions. Discuss whether the interventions were successful and what changes occurred in the patient’s condition. This section should demonstrate the impact of nursing care on patient outcomes.
• Discussion Analyze the findings, drawing connections between the interventions and outcomes. Discuss the implications for nursing practice , highlighting lessons learned and potential areas for improvement. This section should demonstrate critical thinking skills and the application of evidence-based practice.
• Conclusion Summarize the key points of the case study, reinforcing the main findings and recommendations. This section should leave the reader with a clear understanding of the case’s significance and its contribution to nursing knowledge.
• References List all sources and literature cited in the case study. Proper citation ensures the credibility and reliability of the information presented. Cite relevant nursing case studies, research papers, and evidence-based practice guidelines.

Understanding The Different Types Of Case Studies In Nursing Assessments

Descriptive case studies.

Descriptive case studies focus on providing detailed descriptions of specific cases without attempting to explain the underlying mechanisms or causes. They aim to illustrate particular phenomena, patient presentations, or responses to treatments, offering a snapshot of clinical practice .

Examples in Nursing Practice:

• Chronicling the presentation and management of a patient with a rare autoimmune disorder.
• Documenting the unique response of a patient to a specific chemotherapy regimen.

Exploratory Case Studies

Exploratory case studies are preliminary investigations that aim to identify patterns, hypotheses, or research questions for further study. They are useful when little is known about a phenomenon, and there is a need to gather initial data to guide future research.

Examples in Nursing Research:

• Investigating the initial outcomes of a newly implemented telehealth program for managing chronic diseases like type 2 diabetes .
• Exploring the effects of a novel mindfulness-based intervention on nursing staff well-being.

Explanatory Case Studies

Explanatory case studies seek to explain the causative factors and mechanisms behind observed phenomena. They delve into the “how” and “why” aspects, providing detailed insights into the processes and outcomes of specific interventions.

Examples in Nursing Interventions:

• Analyzing why a particular wound care protocol led to faster healing in diabetic patients.
• Explaining the success of a patient education program in improving adherence to hypertension medication.

Intrinsic vs. Instrumental Case Studies

Intrinsic Case Studies: Focus on a specific case due to its unique characteristics or intrinsic interest. The primary aim is to understand that particular case in-depth.

Instrumental Case Studies: Use a particular case to gain broader insights into an issue or phenomenon. The case is a tool to understand something more general.

Examples in Clinical Settings:

• Intrinsic: An in-depth look at a patient with a rare genetic disorder to understand the disease’s unique manifestations.
• Instrumental: Using a patient case to study the common challenges and best practices in managing post-operative pain.

Multiple-Case Studies

Multiple-case studies involve examining several cases to understand differences and similarities. This method enhances the robustness of findings and can improve the generalizability of results by comparing and contrasting multiple instances.

Examples and Benefits in Nursing:

• Comparing the outcomes of infection control practices across different hospital units.
• Studying the implementation of a new electronic health record system in various clinics to identify best practices and common obstacles.

Benefits and Limitations of Case Studies in Nursing Care

• In-Depth Analysis of Patient Care and Outcomes: Case studies provide a comprehensive examination of individual patient cases, capturing detailed information about patient care and clinical outcomes that may not be evident in larger studies.
• Contribution to Evidence-Based Practice: Documenting real-world examples and patient responses helps build a body of evidence that can inform clinical practice and guide future research .
• Development of Critical Thinking and Clinical Reasoning: Engaging with case studies challenges nurses to think critically, analyze complex situations, and make informed decisions, thereby enhancing their clinical reasoning skills.

Limitations

• Potential for Bias: The subjective nature of case studies can introduce researcher or clinician bias, affecting the objectivity and reliability of findings.
• Limited Generalizability: Case studies focus on specific instances, making it difficult to generalize findings to larger populations or different settings.
• Ethical Considerations: Ensuring patient confidentiality and obtaining informed consent are critical but can be challenging aspects of conducting case studies, especially when dealing with sensitive patient information.

How to Write a Case Study Paper for Nursing

• Choosing a Case Criteria for Selecting a Case: Select a case that is relevant, unique, and offers valuable insights into clinical practice. The case should have clear and well-documented patient information, with notable outcomes that can contribute to nursing knowledge.
• Ethical Considerations: Obtain informed consent from the patient or their legal representative. Ensure patient confidentiality by de-identifying personal information.
• Gathering Data Methods for Collecting and Organizing Patient Information: Collect data from patient records, clinical observations, and interviews. Organize the data systematically, ensuring accuracy and completeness. Include information on vital signs, medication administration, and the patient’s past medical history.

Writing the Case Study Step-by-Step Guide

• Start with the Title Page: Include the title, author(s), and affiliation.
• Write the Abstract: Summarize the key points of the case study.
• Develop the Introduction: Provide background information and state the problem.
• Detail the Patient Profile: Include demographics and medical history.
• Present the Assessment Data: Include subjective and objective data, and diagnostic results.
• Identify Nursing Diagnoses: List and prioritize nursing problems .
• Describe Interventions: Detail nursing interventions and their rationale.
• Evaluate Outcomes: Assess the patient’s response to interventions.
• Write the Discussion: Analyze findings and implications.
• Conclude the Study: Summarize key points and recommendations.
• List References: Cite all sources and literature.
• Integrating Evidence and Literature: Support your case study with current research and clinical guidelines. Integrating evidence enhances the study’s credibility and relevance.
• Editing and Revising Techniques for Refining and Improving the Case Study: Review the case study for clarity, coherence, and consistency. Check for grammatical errors and ensure all sections are complete and well-organized. Seek feedback from peers or mentors.
• Finalizing the Paper Checklist for Completeness and Accuracy:
• Ensure all sections are included and properly formatted.
• Verify the accuracy of data and references.
• Confirm adherence to ethical guidelines and nursing ethics .

Tips and Techniques for an Effective Nursing Case Study

• Clarity and Precision Importance of Clear and Concise Writing: Write clearly and concisely to ensure the reader understands the case study. Avoid jargon and use straightforward language as you describe the history.
• Use of Evidence Integrating Research and Clinical Guidelines: Support your interventions and outcomes with evidence from research and clinical guidelines. This adds credibility and strengthens your case study.
• Patient Privacy Maintaining Confidentiality and Ethical Standards: Respect patient privacy by de-identifying information. Ensure all ethical standards are met throughout the study.
• Critical Analysis Incorporating Critical Thinking and Clinical Judgment: Use critical thinking to analyze the case, identify problems, and justify interventions. Demonstrate clinical judgment in evaluating outcomes and making recommendations.
• Visual Aids Utilizing Charts, Graphs, and Images to Enhance Understanding: Incorporate visual aids to illustrate key points and enhance understanding. Use charts, graphs, and images where appropriate.

Case Study Topics for Nursing Students

Pediatric nursing.

Case Study Ideas Involving Child Health and Pediatrics:

• Management of a child with asthma exacerbation.
• Case study on the care of a premature infant in the NICU.

Mental Health Nursing

Case Studies on Psychiatric Conditions and Interventions:

• Treatment and management of a patient with bipolar disorder .
• Exploring the effectiveness of cognitive-behavioral therapy in patients with anxiety disorders.

Geriatric Nursing

Topics Related to Elderly Care and Chronic Illnesses:

• Managing the care of a patient with Alzheimer’s disease.
• A case study on fall prevention strategies in elderly patients.

Community Health Nursing

Case Studies Focused on Public Health and Community Interventions:

• Implementing a vaccination program in a rural community.
• Addressing health disparities in underserved urban populations.

Specialty Nursing Fields

Topics in Oncology, Cardiology, ICU, etc.:

• A case study on the management of chemotherapy side effects in oncology patients .
• Cardiac rehabilitation and follow-up care for post-myocardial infarction patients.

Case studies are essential tools in nursing education and practice, providing in-depth insights into patient care and clinical decision-making. By following a structured approach and integrating evidence-based practice, nurses can create impactful case studies that enhance learning and contribute to the advancement of nursing knowledge. These studies help nursing students and professionals develop critical thinking skills, improve their understanding of the disease process, and learn to provide holistic care. Whether focusing on hypertension management, pain management, or diabetes care, nursing case studies offer valuable opportunities to explore real-world clinical scenarios and improve patient outcomes. If you need assistance with writing case studies, consider seeking our academic writing services for expert guidance and support.

Frequently Asked Questions (FAQ)

• What is the ideal length for a nursing case study? A typical nursing case study should be between 1,500 to 3,000 words, depending on the complexity of the case and the requirements of your institution. Always check with your instructor or publication guidelines for specific length requirements.
• How do I choose a patient for my case study? Select a patient whose case is unique, interesting, or challenging, and offers valuable insights into nursing practice. Ensure you have access to comprehensive medical records and can obtain informed consent from the patient or their legal representative.
• Can I use real patient names in my case study? No, you should never use real patient names or identifying information in your case study. Always use pseudonyms and remove or alter any details that could potentially identify the patient to maintain confidentiality and adhere to ethical standards.
• How many references should I include in my nursing case study? The number of references can vary, but aim for at least 5-10 high-quality, recent sources to support your case study. Include a mix of textbooks, peer-reviewed journal articles, and evidence-based practice guidelines relevant to your case.
• Should I include the patient’s lab results and diagnostic images in my case study? Including relevant lab results and diagnostic images can greatly enhance your case study by providing concrete evidence of the patient’s condition. However, ensure all personal identifiers are removed from these materials and only include information that is directly relevant to the case.

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10 Nursing Case Study Analysis Examples [Format + Structure]

Bob cardens.

• August 6, 2022

If you are a nursing student, you may be asked to write a case study analysis. This can be a daunting task, but it is possible to do if you follow some simple steps. Here we include Nursing Case Study Analysis Examples to help you get started.

First, read the case study and make sure you understand the situation. Next, identify the key players involved and their role in the case. Finally, analyze the data presented and draw your own conclusions.

Writing a case study analysis can be challenging, but it is also an excellent way to learn more about nursing care. By taking the time to understand the situation and identify the key players, you will be able to gain valuable insights that can be applied to future cases.

What You'll Learn

10 Nursing Case Study Analysis Examples

Nursing Case study Analysis Format and Structure

When it comes to writing a case study analysis, there is no one-size-fits-all approach. However, there is a general format and structure that you can follow to ensure your analysis is well-organized and flows smoothly. Here are the basics:

A nursing case study is a detailed study of a patient that is encountered by a nurse. The purpose of the case study is to provide a comprehensive view of the patient’s health condition and history. Nurse practitioners use case studies to enhance their ability to care for patients by providing them with a more complete picture of the patient’s health. Nurse practitioners may use different formats for their nursing case studies. However, all case studies should include certain key elements. These key elements include:

As a nursing practitioner, you will be responsible for analyzing patient cases and providing care based on your findings. There are key elements that you must take into account when performing a case analysis in order to ensure that you are providing the best possible care for your patients.

• The first element is the patient’s history. You will need to obtain a complete medical history in order to understand the background of the case and identify any potential risk factors.
• Next, you will need to perform a physical examination of the patient. This will help you to identify any physical signs or symptoms that may be related to the case.
• You will also need to order and review any laboratory tests or imaging studies that have been performed on the patient. These results can provide valuable information about the patient’s condition.
• Once you have gathered all of this information, you will need to start piecing together the puzzle to form a diagnosis. This process will involve synthesizing all of the information you have gathered and making a determination about what is causing the patient’s symptoms.
• Once you have made a diagnosis, you can start developing a treatment plan. This plan should be tailored specifically to the needs of the individual patient.

When writing a nursing case study, nurse practitioners should use a clear and concise format. The format should be easy to follow and understand. Nurse practitioners should also include all of the key elements in their nursing case studies. Nursing Case Study Analysis Examples

How to write a case study assignment

A case study is an in-depth analysis of a real-life situation or incident, as a way to illustrate content and theory to students. It is usually presented as a written report, but can also be done in the form of a presentation, video, or multimedia production.

Case studies are used in many different disciplines, including business, law, psychology, nursing, social work, and medical sciences.

A case study assignment is a type of paper that requires you to analyze a real-life or fictional situation and offer possible solutions. This can be a challenging task, but if you follow some basic guidelines, you can write a successful case study assignment.

Here are some tips on how to write a case study assignment:

• Read the case study carefully. Make sure you understand the situation and the problem that needs to be solved.
• Research the subject matter. You will need to have a good understanding of the relevant theories and concepts in order to offer possible solutions.
• Read the case study carefully. This may seem obvious, but it is important to get a clear understanding of the situation before you start writing. Make sure you have all the relevant facts and figures to hand before you start.
• Identify the key issues. Once you have read and understood the case study, you need to identify the key issues that it raises. These will form the basis of your analysis.
• Research the law/theory applicable to the key issues. Once you have identified the key issues, you need to research the law or theory that applies to them. This will help you to form your arguments and conclusions.
• Write your paper. Be sure to present your analysis in a clear and concise manner. Your paper should be well-organized and well-written

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What is a nursing case study?

What are the components of a nursing case study?

What is the importance of a nursing case study in clinical placement?

What is the nursing process for a case study?

What are the key components of a well-written nursing case study?

What is the purpose of writing a nursing case study?

What is the significance of nursing case study examples?

What are the major steps followed during a Nurse Practitioner case study analysis?

What essential points should be considered when analysing a delegation in nursing management case study?

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Understanding the Concept of a Nursing Case Study

Entering the field of nursing often requires more than simple rote learning. It demands an in-depth understanding of specific patient conditions, collaborative care planning, and the application of theoretical knowledge in practical scenarios. This is where a nursing case study plays a key role.

A nursing case study is a comprehensive examination of a patient's status, which comprises the gathering, assessment, and interpretation of data through various medical examinations and tests. This process allows healthcare professionals to make better-informed decisions about a patient's care plan and overall health management.

What is a Nursing Case Study: An Introduction

A Nursing Case Study is an in-depth examination of a patient case, wherein the nurse documents detailed information about the patient—everything from their initial history, diagnosis, to treatment—whilst also noting observations and reflecting on their nursing care.

A nursing case study typically includes sections for patient history, diagnosis, nursing assessment, treatment, and results. You will:

• Start by documenting a detailed patient history including previous medical conditions and lifestyle.
• Then, you'll progress to the diagnosis of the patient's condition.
• Next, perform a nursing assessment to identify potential health risks or complications.
• Formulate a treatment plan based on the assessment.
• And finally, evaluate the results of the treatment plan and adjust as necessary.

These comprehensive evaluations are critical in the field of nursing as they not only allow for appropriate patient care but also help guide future medical recommendations.

For example, consider a patient diagnosed with type 2 diabetes who complains of unexpected weight loss. A comprehensive nursing case study would involve recording the patient's current symptoms, medical history, conducting a nursing assessment to identify potential complications, and formulating a treatment plan. The results of this treatment would be regularly evaluated and adjusted to optimise the patient's health.

Importance and Relevance of a Nursing Case Study in Clinical Placement

A nursing case study plays an indispensable role in clinical placement . As you navigate your clinical experience :/p>

• You can use case studies as a reference tool in diagnosing, planning, implementing and evaluating patient care .
• Through case studies, you can also enhance your critical thinking and problem-solving skills.

Clinical placement refers to the practice-based learning experience that allows nursing students to apply their theoretical knowledge in a real-world clinic or hospital setting.

Such hands-on experience is essential to developing a solid understanding and mastery in nursing. A thorough nursing case study stands as a practical resource, providing valuable insights into complex patient conditions and providing a framework for delivering effective patient care. Furthermore, it also enables better comprehension of theoretical practice, thus bridging the gap between theory and application in nursing.

Exploring the Format of a Case Study in Nursing

It is crucial to understand the layout of a nursing case study. Having a solid grasp of the format will enable you to document all essential pieces of information about your patient care efficiently and thoroughly. Furthermore, clear structuring strongly supports effective communication within the healthcare team .

Remember, just like other academic papers, a nursing case study generally follows a logical flow that reflects the nursing process . This process includes five steps: Assessment, Diagnosis, Planning, Implementation and Evaluation; often abbreviated as ADPIE.

How to Write a Nursing Case Study: Step by Step Guide

When writing a nursing case study, it's vital to maintain a clear, structured and detail-oriented approach. Here, you will learn a standard step-by-step guide to creating your case study.

• Review the Patient History : Start by gathering all relevant details about the patient's medical history. Include specifics like past medical conditions, medication use, lifestyle factors and family history of diseases.
• Document Recent Health Assessments : Mention any recent diagnostic tests and their results, physical examination findings, and present complaints or conditions if any.
• Analyze Clinical Data : Analyze the data from the assessments and tests to identify any pertinent patterns or connections.
• Formulate Nursing Diagnoses : Based on your analysis, formulate nursing diagnoses . A nursing diagnosis can be described as a clinical judgement concerning a human response to health conditions.
• Develop a Comprehensive Care Plan : After diagnosis, establish a comprehensive care plan detailing the intended therapeutic interventions and expected outcomes. Remember, it's crucial to form SMART (Specific, Measurable, Achievable, Relevant, Time-bound) outcomes.
• Evaluate Progress : Lastly, evaluate the patient's progress towards the desired outcome and note any necessary changes to the care plan.

Please, keep in mind that the case study should follow a narrative approach, ensuring the information flows logically while maintaining patient confidentiality at all times.

An example could be a nursing case study for a patient with pneumonia . First, the patient's history is gathered, noting previous respiratory issues or any risk factors like smoking or occupational exposure. Next, the current clinical data would be documented, such as the results of a chest X-ray showing an infection in the lungs , together with vital signs and physical examination results. The data is then analyzed to arrive at a nursing diagnosis of impaired gas exchange related to alveolar consolidation, as evidenced by abnormal breath sounds and decreased oxygen saturation levels. The care plan would include interventions such as administering prescribed medications, oxygen therapy , and promoting good lung hygiene, with the expected outcome of improved respiratory function. Regular progress evaluations would be made, adjusting the plan as required.

Key Components of a Well-Written Nursing Case Study

The resultant quality of a case study depends on whether all key components are properly addressed. Here are some pivotal sections that should be present:

• Introduction : This provides a brief overview of the patient's demographic information and reason for admission.
• Patient History : The patient’s medical, surgical, and family history, including lifestyle factors.
• Physical Examination : Findings from the nurse's initial physical assessment of the patient, noting any abnormalities.
• Nursing Assessment : Identification of health issues or potential complications based on nursing theory.
• Nursing Diagnosis : Clinical judgement concerning a human response to health conditions.
• Nursing Interventions and Rationale : Explanation of the actions taken by the nurse to reach the planned outcomes, with a clear rationale behind each intervention.
• Expected Results and Actual Outcomes : Anticipation of results after interventions and comparison with actual outcomes. Adjustments to interventions may be made based on this comparison.

By giving due importance to each of these components, you ensure that the case study is comprehensive, accurate, and informative. This process aids in the ongoing optimisation of patient care, and shows the continual evidence-based practice in nursing.

Diving into Nursing Case Study Examples

An understanding of nursing case studies is significantly enhanced with the examination of practical examples. Analysis of these examples provides a real-life context to theories and practices, reinforcing their relevance and applicability. It is a great tool for learning by experience and expanding your knowledge in the field.

Reviewing nursing case study examples can spotlight the importance of thorough data collection, patient history compilation, diagnosis determination, and subsequent treatment provisioning. It permits you to appreciate the diversity of patient conditions, honing your skills in managing complex health situations effectively.

Nurse Practitioner Case Studies: Comprehensive Analysis

Nurse Practitioner case studies offer rich insights into the critical role nurse practitioners play within healthcare teams, particularly in primary care settings.

A Nurse Practitioner (NP) is a registered nurse with additional education and training in a particular area like family practice or paediatrics allowing them to examine, diagnose, and treat patients.

By looking into nurse practitioner case studies, you can expand your understanding of the advanced critical thinking, decision-making, and leadership skills exercised by NPs in diverse health scenarios. Here are the major steps that are typically followed during case analysis:

• First Step - Understanding the Patient's Details : The big picture of the patient's background, including their demographics, social, medical and personal history.
• Second Step - Identification of the Care Gaps : Identifying the issues in the existing care provision and areas of improvement for the Nurse Practitioner.
• Third Step - Formulation of a Healthcare Plan : The NP devises a robust patient-specific care plan detailing the required interventions.
• Fourth Step - Execution and Evaluation of the Plan : The plan is implemented, and the results are closely monitored for necessary changes.

Consider a Nurse Practitioner case study involving a 70-year-old female with a history of hypertension . The patient complaints of frequent headaches and tiredness. The NP begins by understanding the patient's overall health background, and then identifies the gaps in care—possibly inadequate control of hypertension. The NP formulates a plan that includes adjustment of antihypertensive drugs, lifestyle changes, and regular blood pressure monitoring . The execution of this plan is followed by a careful analysis of the patient's improvement in symptoms and hypertension control.

Delegation of Nursing Management Case Study: An Overview

Evaluating delegation in nursing management through case studies is an excellent way to understand its significance in nursing practice and learn the best principles for its application.

Delegation in nursing management refers to the process of assigning tasks to subordinates or team members in a way that maximises the efficiency and effectiveness of healthcare delivery.

Delegation is a crucial skill for every nurse, especially for those in leadership roles. It not only ensures smoother workflow but also empowers less experienced nurses, imparting skill development opportunities. The following points are important when analysing a delegation case study:

• Assessing the Situation : First, understand the precise patient care scenario and the workforce available.
• Identifying the Skills Required : After assessing the situation, identify the kind of skills needed for the delegated tasks.
• Assigning the Task : Delegate the task to the most competent and available person, considering their individual competencies and workload.
• Monitoring and Feedback : After delegation, it's crucial to supervise the task completion and provide constructive feedback to enhance performance in the future.

For instance, consider a case study highlighting delegation in a busy hospital setting. The nurse manager has to manage the care of 30 patients with only five nurses on duty. After assessing the situation and the individual abilities of the nurses, she assigns roles like medication administration , wound care , and patient education optimally. She then monitors the work and offers feedback after the shift, leading to efficient patient care despite the heavy workload.

Learning from these case studies equips you with efficient strategies for nursing management and ensures streamlined patient care. This knowledge acquisition is essential in modern healthcare settings to establish a patient-centred, coordinated approach.

Case Studies in Nursing Ethics

Examining case studies in nursing ethics is an invaluable way to explore the complex nature of ethical dilemmas in clinical settings. It allows you to conceptualise ethical concepts applied to patient care, while providing robust resources for learning and growth.

These case studies essentially offer an exploration into the intersection of healthcare, morality, philosophy, and social justice, which is represented in daily nursing practice.

Ethical Dilemmas in Nursing: Case Study Illustrations

An 'ethical dilemma' refers to situations where moral obligations conflict or where moral reasoning is not clear-cut. Nurses frequently encounter such dilemmas in their practice, making it crucial to understand how to approach these complex situations.

Ethical dilemma in nursing is a scenario where a decision must be made between two morally correct courses of action, but they are conflicting.

In nursing, the prime focus is always to provide the best possible care for a patient. However, ethical dilemmas arise when the right course of action is unclear, or when different beliefs and values clash. These situations can be stressful and deciding on the course of action can be challenging. Reviewing case study illustrations of ethical dilemmas can be a powerful teaching tool that facilitates a deeper understanding of these challenges.

Here are the most common ethical dilemmas that nurses face:

• Disclosure : How much information about the patient's health should be shared and with whom?
• Quality of Life : When a patient is suffering, what measures should be taken to maintain quality of life versus prolonging life itself?
• Professional Boundaries : How does a nurse maintain the right balance between being professional yet compassionate and empathetic?
• Cultural Differences : Treatment should be offered based on the patient's cultural beliefs, but what happens when these are in conflict with standard healthcare practices?
• End of Life Decisions : Addressing issues like euthanasia, Do Not Resuscitate orders and withdrawal or withholding of treatment.

It’s worth remembering that these issues often put a nurse’s professional duty against their personal beliefs, which further increases the complexity of managing them effectively.

For instance, consider a scenario where a patient’s religious beliefs prohibit blood transfusions, but they require one to survive. In carrying out the patient's wishes, the health provider might have to compromise the patient's wellbeing. Conversely, if the nurse ignores the patient's wishes to save their life, it can be considered a disregard for the patient's autonomy and beliefs. Thus, navigating this delicate balance may present an ethical dilemma.

Learning from Ethical Scenarios in Nursing Case Studies

Each ethical scenario in nursing case studies is a profound learning opportunity. Through exploring these intense and complex scenarios, you evolve as a nurse, honing your critical thinking, decision-making and reflection skills.

When analysing an ethical scenario, it's best to follow these steps:

• Identify the Dilemma : First, identify the ethical issue at hand and why it creates a dilemma.
• Understand the Context : Ascertain the involved parties, their beliefs or values, and how they relate to the situation.
• Evaluate the Options : Review the possible actions you could take, bearing in mind ethical guidelines and professional duties.
• Seek Advice : Consult with colleagues, mentors or your nursing governing body if in doubt. Asking for perspectives helps create a broader view of options.
• Make an Informed Decision : Based on all the information and advice, make a decision. Always keep the patient's best interest in focus.

Consider a case study where a patient refuses necessary treatment due to their religious beliefs. You first identify the ethical dilemma: respecting the patient's autonomous decision versus ensuring their wellbeing. The context includes the patient's health condition and their deeply-held religious belief. Possible options would be to respect the patient's choice, seek legal advice, discuss alternatives, or try to convince the patient or their family. Seeking advice from senior colleagues or the nurse manager may offer valuable insights into managing such situations. Finally, the decision should be taken considering all perspectives while maintaining the prime focus on the patient's wellbeing and rights.

With each ethical scenario analysed, you gain a deeper understanding of the ethical dimensions of nursing. This understanding fortifies your ability to provide effective, ethical patient care and to handle challenging situations in your nursing journey.

Tips and Techniques for an Effective Nursing Case Study

Nursing case studies are an integral part of nursing education and practice. They provide an in-depth insight into patient care, from diagnosis to treatment, through a practical approach. Understanding how to write them effectively is a vital skill for both nursing students and practicing nurses.

Improving Your Writing Skills for Nursing Case Studies

Improving your writing skills specifically for nursing case studies primarily means honing your ability to accurately document and articulate patient interactions, clinical symptoms, nursing interventions , and treatment results. It’s about refining your observational, analytic, and reporting skills.

Here's a list of techniques you can follow to enhance your case study writing skills :

• Understand the Format : Familiarise yourself with the structure and formatting of nursing case studies. Standard sections include patient history, diagnosis, nursing assessments, treatment, and evaluation.
• Be Clear and Precise : Use clear, precise language and mention facts accurately. Avoid unneeded jargon or long sentences.
• Consistent Clinical Terminology : Utilise the approved clinical language, acronyms, and terminology consistently for clarity and professionalism.
• Detail-Oriented Observation : Be observant about the smallest details related to a patient's symptoms, behaviours, reactions to interventions, and overall progress. Every tiny detail could be significant.
• Reflective Thinking : Develop your reflective thinking skills. Reflect on your nursing interventions: what has worked, what hasn't, and potential improvements.

Reflective thinking in nursing is a process where nurses analyse their clinical experiences to learn and improve their practices. It aids in transforming practical experiences into meaningful knowledge.

Suppose you are documenting a case study about a patient with diabetes suffering from recurring cases of hypoglycaemia. You'll need to provide a comprehensive patient history, precise details about their symptoms, and a clear description of your nursing interventions to prevent these episodes. Be sure to use consistent terminology and observe all related factors, like the patient's diet or emotional state, which could impact their sugar levels. The report should include regular evaluations of the patient's condition, and your reflections on the efficacy of your implemented care plan.

Do's and Don'ts in Writing a Nursing Case Study

To ensure you create compelling, informative, and accurate nursing case studies, here are some indispensable do's and don'ts to keep in mind:

Reflective writing in nursing case studies is a process where nurses consider their experiences, actions, feelings, and responses and analyse their impacts on patient outcomes . It includes assessing what was done well, what could be improved, and steps for future development.

If you have handled an incident of rapid patient deterioration in a clinical setting, instead of merely describing the event chronologically in the case study, engage in reflective writing. Discuss the nursing assessments undertaken, the intuitions you had, the quick decisions you made, and the outcomes you achieved. Reflect on your emotions, your learning, and the improvements you would implement in similar future scenarios.

Following these tips will, without a doubt, help you improve the quality of your nursing case studies, either for academic or professional purposes. Understanding the importance of each step, from precise patient details to reflective evaluations, is key to writing an effective nursing case study.

Nursing Case Study - Key takeaways

• A Nursing Case Study involves gathering patient history, analyzing clinical data, formulating nursing diagnoses, developing a comprehensive care plan, and evaluating progress.
• Nursing Case Study examples illuminate the process and importance of thorough data collection, patient history compilation, diagnosis determination, and subsequent treatment.
• The delegation of nursing management Case Study explores the efficient assignment of tasks within a nursing team, maximizing efficiency and effectiveness of healthcare delivery.
• Case studies in nursing ethics provide insight into ethical dilemmas in clinical settings and help to conceptualize ethical concepts applied to patient care.
• The format of a nursing case study typically includes an introduction, patient history, physical/nursing assessment, nursing diagnosis, nursing interventions and rationale, and expected/actual outcomes.

Flashcards in Nursing Case Study 30

A nursing case study is an in-depth examination of a patient's case, documenting detailed information about the patient's history, diagnosis, treatment, and reflecting on their nursing care.

A nursing case study includes patient history, diagnosis, nursing assessment, treatment formulation, and results evaluation.

A nursing case study provides valuable insights into patient conditions, serves as a practical resource, enhances critical thinking, and bridges the gap between theoretical knowledge and its application in patient care.

The nursing process for a case study includes five steps: Assessment, Diagnosis, Planning, Implementation, and Evaluation, often abbreviated as ADPIE.

The key components are Introduction, Patient History, Physical Examination, Nursing Assessment, Nursing Diagnosis, Nursing Interventions and Rationale, and Expected Results and Actual Outcomes.

A nursing case study is written to document all essential information about patient care efficiently and thoroughly. This clear structuring supports effective communication within the healthcare team.

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Steps to Writing a Nursing Case Study Paper for BSN, MSN, and DNP Students

• November 29, 2023

Welcome to NursingWriters.net, your ultimate resource for BSN, MSN, and DNP students seeking guidance on writing a nursing case study paper. We understand that completing this challenging task can be overwhelming, but with our step-by-step guide, you’ll have the tools you need to excel in your studies.

At NursingWriters.net, we are committed to empowering busy nurses like you with expert information and guidance. We recognize the unique challenges you face in your nursing programs, and we’re here to provide the support you need to succeed.

Key Takeaways:

• Writing a nursing case study paper is a requirement for BSN, MSN, and DNP programs.
• NursingWriters.net is a valuable resource for nursing students seeking guidance on writing their case study papers.
• Our step-by-step guide offers comprehensive instructions for writing a successful nursing case study paper.
• Choosing a relevant and interesting topic is crucial for a compelling nursing case study paper.
• Follow a clear structure, including sections such as the abstract, introduction, literature review, methods, results and discussion, conclusions, and references.

With our guidance and your dedication, you can confidently tackle the task of writing a nursing case study paper and make a lasting impact in your nursing program. Let’s get started!

Understanding the Basics of a Nursing Capstone Paper

A nursing capstone paper is a significant undertaking that nursing students must complete in their final year of education. It serves as a culmination of their knowledge, research, and critical thinking skills developed throughout their program. Understanding the purpose and structure of a nursing capstone paper is essential for students to successfully complete this important milestone.

The purpose of a nursing capstone paper is to demonstrate the student’s ability to apply theoretical knowledge to practical nursing situations. It requires in-depth research, analysis, and the presentation of findings that contribute to the field of nursing. By conducting a nursing capstone project, students have the opportunity to explore a specific area of interest, contribute to the existing body of nursing knowledge, and showcase their skills and expertise.

The structure of a nursing capstone paper typically follows a similar format to other academic research papers. It includes the introduction, literature review, methods and materials, results and discussion, and conclusion sections. Each section serves a specific purpose in presenting the student’s research and findings. The introduction sets the stage for the study, the literature review provides a comprehensive overview of existing research, the methods and materials explain the research design and data collection process, the results and discussion analyze the findings, and the conclusion summarizes the main points and offers recommendations for further research.

Table: Components of a Nursing Capstone Paper

By understanding the basics of a nursing capstone paper, students can approach this project with confidence and clarity. It is an opportunity to showcase their knowledge, skills, and passion for nursing while contributing to the advancement of the field. With proper planning, research, and organization, nursing students can successfully complete their capstone paper and make a meaningful impact in the world of nursing.

Choosing a Topic for Your Nursing Capstone Paper

When it comes to writing a nursing capstone paper, selecting the right topic is crucial. Your chosen topic should align with your interests and the area of study you want to focus on. Additionally, it should be relevant to current nursing practices and address a specific research question or problem statement.

Consider the following tips when choosing a topic for your nursing capstone paper:

• Identify your areas of interest within nursing.
• Think about the healthcare issues that you are most passionate about.
• Explore recent advancements or challenges in nursing that you would like to investigate further.
• Consider the practical implications of your chosen topic and how it can contribute to the field of nursing.

To help you get started, here is a list of over 300 capstone project ideas for BSN, MSN, and DNP students:

By choosing a topic that ignites your passion and aligns with your academic goals, you will be motivated to conduct thorough research and make a meaningful impact in the field of nursing with your capstone paper.

Structuring Your Nursing Capstone Paper

When it comes to writing a nursing capstone paper, having a clear and well-structured document is essential. While specific requirements may vary depending on your nursing program, there is a general format that can be followed to ensure your paper is organized and cohesive.

The basic structure of a nursing capstone paper typically includes the following sections:

• Introduction
• Literature Review
• Methods and Materials
• Results and Discussion
• Conclusions

Each of these sections plays a crucial role in presenting your research and findings effectively. Let’s take a closer look at what each section entails:

• Title Page: This is the first page of your capstone paper and includes the title of your study, your name, your academic program, and the date of submission.
• Abstract: The abstract provides a concise summary of your paper, highlighting the key objectives, methods, and findings of your research.
• Introduction: The introduction sets the stage for your study by providing background information, stating the problem or research question, and explaining the significance of your research.
• Literature Review: The literature review demonstrates your knowledge of existing research on the topic and helps establish the context for your study. It involves analyzing and synthesizing relevant literature to identify gaps or areas for further investigation.
• Methods and Materials: In this section, you describe the research design, data collection methods, and materials used in your study. It should be clear and detailed enough for others to replicate your research.
• Results and Discussion: This section presents your findings and provides an analysis and interpretation of the data. It is where you discuss the implications of your findings in relation to your research question or problem statement.
• Conclusions: The conclusions section summarizes the main findings of your study and provides recommendations for future research or practice.
• References: The references list includes all the sources cited in your paper, following a specific citation style such as APA or MLA.

By following this structure, you can create a well-organized nursing capstone paper that effectively communicates your research and insights to your readers.

Writing the Abstract and Introduction of Your Capstone Paper

The abstract and introduction of a nursing capstone paper are crucial elements that set the stage for the entire study. The abstract provides a concise summary of the research, while the introduction engages the reader and outlines the objectives. In this section, we will explore how to write an impactful abstract and introduction for your nursing capstone paper.

Writing the Abstract

The abstract is a brief overview of your capstone paper that highlights the main points and findings. It should be concise, informative, and engaging. Start by briefly describing the research problem or question, followed by a summary of your methods, key findings, and conclusion. Keep the abstract within 250-300 words and ensure it provides a clear snapshot of your study.

When writing the abstract, remember to use clear and concise language. Avoid jargon and technical terms, as the abstract should be accessible to a wide audience. Focus on summarizing the most important aspects of your study, such as the significance of the research, the methodology used, and the key findings. Finally, end the abstract with a statement about the implications of your research and its potential impact on the field of nursing.

Crafting a Compelling Introduction

The introduction of your nursing capstone paper should grab the reader’s attention and provide a solid foundation for the study. Start with a captivating opening sentence or anecdote that relates to the research topic. Then, provide some background information on the issue and explain why it is important to study. Clearly state the research problem or question and outline the objectives of your study.

In the introduction, you should also provide a brief overview of the literature relevant to your topic. Highlight the existing gaps or controversies in the literature and explain how your study aims to address these issues. Lastly, end the introduction with a clear thesis statement that states the main argument or hypothesis of your research.

By writing a well-crafted abstract and introduction, you will set the stage for the rest of your nursing capstone paper. These sections should engage the reader, provide a clear overview of your study, and highlight its significance. Remember to keep the language concise, use clear and accessible terms, and focus on the main points of your research. With a strong abstract and introduction, you will capture the attention of your readers and lay the foundation for a successful nursing capstone paper.

Conducting a Literature Review for Your Capstone Paper

One of the crucial steps in writing a nursing capstone paper is conducting a comprehensive literature review. This process involves reviewing and analyzing existing research and scholarly articles related to your chosen topic. A well-executed literature review demonstrates your knowledge of the subject matter and provides a foundation for your own research.

When conducting a literature review for your capstone paper, it’s important to begin by identifying relevant sources. These can include scholarly journals, textbooks, government reports, and reputable websites. Look for studies that are recent, peer-reviewed, and directly related to your research question or problem statement.

As you review the literature, take detailed notes and identify key themes, theories, and gaps in the existing research. This will help you organize your thoughts and identify areas where your own study can contribute to the field. Analyze the data and findings presented in the literature, paying attention to any limitations or biases that may exist.

Gathering Data from Multiple Sources

It’s important to gather data from multiple sources to ensure a comprehensive and well-rounded literature review. This includes conducting searches in academic databases, using keywords related to your topic, and exploring different research methodologies and perspectives.

Quote: “A literature review is not simply a summary of existing research, but rather a critical analysis of the literature. It should highlight gaps in the current knowledge and provide a rationale for your own research.” – Dr. Jane Thompson, Research Professor at Nursing University.

By conducting a thorough literature review, you will gain a deeper understanding of the current state of knowledge in your field and be able to situate your own research within the existing academic discourse. This will help you develop a strong theoretical framework and inform the design and methodology of your capstone study.

A comprehensive literature review is an essential component of a nursing capstone paper. It lays the foundation for your own research, provides context for your study, and demonstrates your understanding of the current body of knowledge in your field. By following a systematic approach and critically analyzing existing research, you can ensure that your capstone paper contributes to the advancement of nursing practice and knowledge.

Methods and Materials in Your Capstone Paper

The methods and materials section of your nursing capstone paper is where you describe the research design, data collection methods, and analysis techniques used in your study. This section is vital as it provides the necessary information for replicating your study and assessing its validity. By clearly outlining your methods and materials, you demonstrate the rigor and integrity of your research.

When writing the methods and materials section, it is essential to provide a detailed description of your research design. This includes information on the study population, sample size, inclusion and exclusion criteria, and any interventions or treatments administered. Additionally, you should outline the data collection methods you employed, such as surveys, interviews, or observations, and explain how you ensured the ethical conduct of your study.

In the materials subsection, you should specify any equipment, instruments, or materials used in your research. This could include laboratory supplies, measuring devices, or software programs. Be sure to provide sufficient detail so that others can easily reproduce your study. It is also important to acknowledge any potential limitations or constraints that may have impacted the selection or use of specific materials in your study.

The Importance of Transparent Reporting

Transparent reporting is crucial in the methods and materials section as it allows readers to assess the validity and reliability of your study. Provide enough detail so that others can replicate your research, and consider using standardized reporting guidelines, such as the Consolidated Standards of Reporting Trials (CONSORT) or the Transparent Reporting of Evaluations with Nonrandomized Designs (TREND), if applicable to your study design.

Remember to organize your methods and materials section in a logical and coherent manner, using headings and subheadings to enhance readability. By following these guidelines, you will ensure that your methods and materials are clearly communicated, allowing others to assess the rigor and validity of your research.

Presenting Results and Discussion in Your Capstone Paper

Once you have conducted your research and analyzed the data, it’s time to present the results and engage in a thoughtful discussion in your nursing capstone paper. This section is crucial as it showcases the key findings of your study and allows you to interpret their significance. It is essential to present the results in a clear and organized manner, using tables, figures, and concise explanations to support your findings.

To effectively present the results, consider using tables to display quantitative data and graphs to visualize trends or patterns. This visual representation can help readers better understand your findings at a glance. Make sure to include a clear and informative title for each table or graph, and label the axes appropriately. In this section, you may also use quotes or excerpts from interviews or surveys to add depth and richness to your discussion.

Once you have presented your results, it’s time to delve into the discussion. This is where you analyze your findings in relation to your research question or problem statement. Consider explaining the implications and significance of your results, highlighting any unexpected or noteworthy findings. It is important to support your discussion with evidence from relevant literature, comparing and contrasting your findings with existing research. This not only demonstrates your knowledge of the topic but also adds credibility to your study.

Remember to maintain a logical flow in your narrative, linking your results to your research objectives and tying them back to the broader context of nursing practice or theory. This will help readers understand the relevance and potential impact of your study. Keep your discussion concise and focused, highlighting the key points without going into unnecessary detail.

Drawing Conclusions and Making Recommendations in Your Capstone Paper

After conducting extensive research and analyzing the data, it is time to draw conclusions and make recommendations in your nursing capstone paper. This section will guide you on how to effectively summarize your findings and provide evidence-based recommendations that contribute to the field of nursing.

Summarizing Your Findings

When drawing conclusions, it is essential to summarize the main findings of your study. Highlight the key points and trends that have emerged from your research. Use clear and concise language to communicate your findings to the reader.

“The data collected from the study indicates a strong correlation between regular exercise and improved cardiovascular health in elderly patients. These findings support the importance of physical activity in preventing heart diseases and enhancing overall well-being.”

By summarizing your findings, you provide a concise overview of your research and reinforce the significance of your study in the field of nursing.

Making Evidence-Based Recommendations

In addition to drawing conclusions, it is crucial to make evidence-based recommendations based on your research findings. These recommendations should be practical and actionable, aiming to improve patient care, nursing practice, or future research.

• Develop educational programs to increase awareness about the benefits of exercise and cardiovascular health among elderly patients.
• Collaborate with healthcare professionals to incorporate physical activity into patient care plans.
• Conduct further research to explore the long-term effects of exercise on cardiovascular health in different patient populations.

By making evidence-based recommendations, you contribute to the advancement of nursing practice and provide valuable insights for future research endeavors.

Table: Summary of Findings

The table above provides a summary of the key findings from the study. It presents a clear and organized overview of the research questions and their corresponding findings, making it easier for readers to grasp the main points of your capstone paper.

By effectively drawing conclusions and offering evidence-based recommendations, you demonstrate the significance of your research and contribute to the advancement of nursing knowledge and practice.

In conclusion, writing a nursing case study paper can be a challenging but rewarding task. By following the step-by-step guide outlined in this article, BSN, MSN, and DNP students can confidently write a comprehensive and impactful nursing case study paper.

Remember to choose a topic that aligns with your interests, conduct thorough research, and structure your paper in a logical and organized manner. With practice and dedication, you can master the art of writing a nursing case study paper and excel in your nursing program.

At NursingWriters.net, we understand the unique challenges that nursing students face when it comes to academic writing. That’s why we offer a nursing writing service that provides expert information and guidance to empower busy nurses in BSN, MSN, and DNP programs. Whether you need help with writing a case study paper or any other nursing assignment, our team of experienced writers is here to support you. Take the stress out of writing and let us help you succeed in your nursing education.

What is a nursing case study paper?

A nursing case study paper is a required component of BSN, MSN, and DNP programs. It involves analyzing a specific nursing case or scenario and presenting a comprehensive analysis.

Why do students find writing a nursing case study paper challenging?

Writing a nursing case study paper can be challenging for students because it requires critical thinking, research, and the ability to effectively communicate findings in a structured manner.

What is a nursing capstone paper?

A nursing capstone paper is a culminating research paper or project that students must complete in their final year of nursing education. It involves conducting research, demonstrating critical thinking skills, and presenting findings.

How do I choose a topic for my nursing capstone paper?

Choosing an appropriate topic for your nursing capstone paper is crucial. Consider your interests and area of study, and look for topics that align with your passion and future goals.

What is the basic structure of a nursing capstone paper?

A nursing capstone paper typically includes a title page, abstract, introduction, literature review, methods and materials, results and discussion, conclusions, and references.

How do I write a concise and informative abstract for my nursing capstone paper?

When writing your abstract, focus on summarizing the main points of your paper, including the research question, methods, results, and key findings. Keep it concise and provide enough information to engage the reader.

How do I conduct a literature review for my nursing capstone paper?

Start by selecting relevant sources, analyzing the literature, and identifying key themes and trends. Summarize and evaluate the literature to demonstrate your knowledge of existing research on the topic.

What should I include in the methods and materials section of my nursing capstone paper?

In the methods and materials section, you should describe your research design, data collection methods, and analysis techniques. This section should be clear and detailed to ensure the validity and integrity of your research.

How do I present and interpret my findings in the results and discussion section of my nursing capstone paper?

Clearly communicate your results, analyze the data, and discuss the implications of your findings in relation to the research question or problem statement. This section should provide a comprehensive understanding of your study’s outcomes.

What should be included in the conclusion of my nursing capstone paper?

The conclusion should summarize the main findings of your study and offer evidence-based recommendations for future research or practice. It should provide a logical and impactful ending to your paper.

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Health Case Studies

(29 reviews)

Glynda Rees, British Columbia Institute of Technology

Rob Kruger, British Columbia Institute of Technology

Janet Morrison, British Columbia Institute of Technology

Copyright Year: 2017

Publisher: BCcampus

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by Jessica Sellars, Medical assistant office instructor, Blue Mountain Community College on 10/11/23

This is a book of compiled and very well organized patient case studies. The author has broken it up by disease patient was experiencing and even the healthcare roles that took place in this patients care. There is a well thought out direction and... read more

Comprehensiveness rating: 5 see less

This is a book of compiled and very well organized patient case studies. The author has broken it up by disease patient was experiencing and even the healthcare roles that took place in this patients care. There is a well thought out direction and plan. There is an appendix to refer to as well if you are needing to find something specific quickly. I have been looking for something like this to help my students have a base to do their project on. This is the most comprehensive version I have found on the subject.

Content Accuracy rating: 5

This is a book compiled of medical case studies. It is very accurate and can be used to learn from great care and mistakes.

Relevance/Longevity rating: 5

This material is very relevant in this context. It also has plenty of individual case studies to utilize in many ways in all sorts of medical courses. This is a very useful textbook and it will continue to be useful for a very long time as you can still learn from each study even if medicine changes through out the years.

Clarity rating: 5

The author put a lot of thought into the ease of accessibility and reading level of the target audience. There is even a "how to use this resource" section which could be extremely useful to students.

Consistency rating: 5

The text follows a very consistent format throughout the book.

Modularity rating: 5

Each case study is individual broken up and in a group of similar case studies. This makes it extremely easy to utilize.

Organization/Structure/Flow rating: 5

The book is very organized and the appendix is through. It flows seamlessly through each case study.

Interface rating: 5

I had no issues navigating this book, It was clearly labeled and very easy to move around in.

Grammatical Errors rating: 5

I did not catch any grammar errors as I was going through the book

Cultural Relevance rating: 5

This is a challenging question for any medical textbook. It is very culturally relevant to those in medical or medical office degrees.

I have been looking for something like this for years. I am so happy to have finally found it.

Reviewed by Cindy Sun, Assistant Professor, Marshall University on 1/7/23

Interestingly, this is not a case of ‘you get what you pay for’. Instead, not only are the case studies organized in a fashion for ease of use through a detailed table of contents, the authors have included more support for both faculty and... read more

Interestingly, this is not a case of ‘you get what you pay for’. Instead, not only are the case studies organized in a fashion for ease of use through a detailed table of contents, the authors have included more support for both faculty and students. For faculty, the introduction section titled ‘How to use this resource’ and individual notes to educators before each case study contain application tips. An appendix overview lists key elements as issues / concepts, scenario context, and healthcare roles for each case study. For students, learning objectives are presented at the beginning of each case study to provide a framework of expectations.

The content is presented accurately and realistic.

The case studies read similar to ‘A Day In the Life of…’ with detailed intraprofessional communications similar to what would be overheard in patient care areas. The authors present not only the view of the patient care nurse, but also weave interprofessional vantage points through each case study by including patient interaction with individual professionals such as radiology, physician, etc.

In addition to objective assessment findings, the authors integrate standard orders for each diagnosis including medications, treatments, and tests allowing the student to incorporate pathophysiology components to their assessments.

Each case study is arranged in the same framework for consistency and ease of use.

This compilation of eight healthcare case studies focusing on new onset and exacerbation of prevalent diagnoses, such as heart failure, deep vein thrombosis, cancer, and chronic obstructive pulmonary disease advancing to pneumonia.

Each case study has a photo of the ‘patient’. Simple as this may seem, it gives an immediate mental image for the student to focus.

Interface rating: 4

As noted by previous reviewers, most of the links do not connect active web pages. This may be due to the multiple options for accessing this resource (pdf download, pdf electronic, web view, etc.).

Grammatical Errors rating: 4

A minor weakness that faculty will probably need to address prior to use is regarding specific term usages differences between Commonwealth countries and United States, such as lung sound descriptors as ‘quiet’ in place of ‘diminished’ and ‘puffers’ in place of ‘inhalers’.

The authors have provided a multicultural, multigenerational approach in selection of patient characteristics representing a snapshot of today’s patient population. Additionally, one case study focusing on heart failure is about a middle-aged adult, contrasting to the average aged patient the students would normally see during clinical rotations. This option provides opportunities for students to expand their knowledge on risk factors extending beyond age.

This resource is applicable to nursing students learning to care for patients with the specific disease processes presented in each case study or for the leadership students focusing on intraprofessional communication. Educators can assign as a supplement to clinical experiences or as an in-class application of knowledge.

Reviewed by Stephanie Sideras, Assistant Professor, University of Portland on 8/15/22

The eight case studies included in this text addressed high frequency health alterations that all nurses need to be able to manage competently. While diabetes was not highlighted directly, it was included as a potential comorbidity. The five... read more

The eight case studies included in this text addressed high frequency health alterations that all nurses need to be able to manage competently. While diabetes was not highlighted directly, it was included as a potential comorbidity. The five overarching learning objectives pulled from the Institute of Medicine core competencies will clearly resonate with any faculty familiar with Quality and Safety Education for Nurses curriculum.

The presentation of symptoms, treatments and management of the health alterations was accurate. Dialogue between the the interprofessional team was realistic. At times the formatting of lab results was confusing as they reflected reference ranges specific to the Canadian healthcare system but these occurrences were minimal and could be easily adapted.

The focus for learning from these case studies was communication - patient centered communication and interprofessional team communication. Specific details, such as drug dosing, was minimized, which increases longevity and allows for easy individualization of the case data.

While some vocabulary was specific to the Canadian healthcare system, overall the narrative was extremely engaging and easy to follow. Subjective case data from patient or provider were formatted in italics and identified as 'thoughts'. Objective and behavioral case data were smoothly integrated into the narrative.

The consistency of formatting across the eight cases was remarkable. Specific learning objectives are identified for each case and these remain consistent across the range of cases, varying only in the focus for the goals for each different health alterations. Each case begins with presentation of essential patient background and the progress across the trajectory of illness as the patient moves from location to location encountering different healthcare professionals. Many of the characters (the triage nurse in the Emergency Department, the phlebotomist) are consistent across the case situations. These consistencies facilitate both application of a variety of teaching methods and student engagement with the situated learning approach.

Case data is presented by location and begins with the patient's first encounter with the healthcare system. This allows for an examination of how specific trajectories of illness are manifested and how care management needs to be prioritized at different stages. This approach supports discussions of care transitions and the complexity of the associated interprofessional communication.

The text is well organized. The case that has two levels of complexity is clearly identified

The internal links between the table of contents and case specific locations work consistently. In the EPUB and the Digital PDF the external hyperlinks are inconsistently valid.

The grammatical errors were minimal and did not detract from readability

Cultural diversity is present across the cases in factors including race, ethnicity, socioeconomic status, family dynamics and sexual orientation.

The level of detail included in these cases supports a teaching approach to address all three spectrums of learning - knowledge, skills and attitudes - necessary for the development of competent practice. I also appreciate the inclusion of specific assessment instruments that would facilitate a discussion of evidence based practice. I will enjoy using these case to promote clinical reasoning discussions of data that is noticed and interpreted with the resulting prioritizes that are set followed by reflections that result from learner choices.

Reviewed by Chris Roman, Associate Professor, Butler University on 5/19/22

It would be extremely difficult for a book of clinical cases to comprehensively cover all of medicine, and this text does not try. Rather, it provides cases related to common medical problems and introduces them in a way that allows for various... read more

Comprehensiveness rating: 4 see less

It would be extremely difficult for a book of clinical cases to comprehensively cover all of medicine, and this text does not try. Rather, it provides cases related to common medical problems and introduces them in a way that allows for various learning strategies to be employed to leverage the cases for deeper student learning and application.

The narrative form of the cases is less subject to issues of accuracy than a more content-based book would be. That said, the cases are realistic and reasonable, avoiding being too mundane or too extreme.

These cases are narrative and do not include many specific mentions of drugs, dosages, or other aspects of clinical care that may grow/evolve as guidelines change. For this reason, the cases should be “evergreen” and can be modified to suit different types of learners.

Clarity rating: 4

The text is written in very accessible language and avoids heavy use of technical language. Depending on the level of learner, this might even be too simplistic and omit some details that would be needed for physicians, pharmacists, and others to make nuanced care decisions.

The format is very consistent with clear labeling at transition points.

The authors point out in the introductory materials that this text is designed to be used in a modular fashion. Further, they have built in opportunities to customize each cases, such as giving dates of birth at “19xx” to allow for adjustments based on instructional objectives, etc.

The organization is very easy to follow.

I did not identify any issues in navigating the text.

The text contains no grammatical errors, though the language is a little stiff/unrealistic in some cases.

Cases involve patients and members of the care team that are of varying ages, genders, and racial/ethnic backgrounds

Reviewed by Trina Larery, Assistant Professor, Pittsburg State University on 4/5/22

The book covers common scenarios, providing allied health students insight into common health issues. The information in the book is thorough and easily modified if needed to include other scenarios not listed. The material was easy to understand... read more

The book covers common scenarios, providing allied health students insight into common health issues. The information in the book is thorough and easily modified if needed to include other scenarios not listed. The material was easy to understand and apply to the classroom. The E-reader format included hyperlinks that bring the students to subsequent clinical studies.

Content Accuracy rating: 4

The treatments were explained and rationales were given, which can be very helpful to facilitate effective learning for a nursing student or novice nurse. The case studies were accurate in explanation. The DVT case study incorrectly identifies the location of the clot in the popliteal artery instead of in the vein.

The content is relevant to a variety of different types of health care providers and due to the general nature of the cases, will remain relevant over time. Updates should be made annually to the hyperlinks and to assure current standard of practice is still being met.

Clear, simple and easy to read.

Consistent with healthcare terminology and framework throughout all eight case studies.

The text is modular. Cases can be used individually within a unit on the given disease process or relevant sections of a case could be used to illustrate a specific point providing great flexibility. The appendix is helpful in locating content specific to a certain diagnosis or a certain type of health care provider.

The book is well organized, presenting in a logical clear fashion. The appendix allows the student to move about the case study without difficulty.

The interface is easy and simple to navigate. Some links to external sources might need to be updated regularly since those links are subject to change based on current guidelines. A few hyperlinks had "page not found".

Few grammatical errors were noted in text.

The case studies include people of different ethnicities, socioeconomic status, ages, and genders to make this a very useful book.

I enjoyed reading the text. It was interesting and relevant to today's nursing student. There are roughly 25 broken online links or "pages not found", care needs to be taken to update at least annually and assure links are valid and utilizing the most up to date information.

Reviewed by Benjamin Silverberg, Associate Professor/Clinician, West Virginia University on 3/24/22

The appendix reviews the "key roles" and medical venues found in all 8 cases, but is fairly spartan on medical content. The table of contents at the beginning only lists the cases and locations of care. It can be a little tricky to figure out what... read more

Comprehensiveness rating: 3 see less

The appendix reviews the "key roles" and medical venues found in all 8 cases, but is fairly spartan on medical content. The table of contents at the beginning only lists the cases and locations of care. It can be a little tricky to figure out what is going on where, especially since each case is largely conversation-based. Since this presents 8 cases (really 7 with one being expanded upon), there are many medical topics (and venues) that are not included. It's impossible to include every kind of situation, but I'd love to see inclusion of sexual health, renal pathology, substance abuse, etc.

Though there are differences in how care can be delivered based on personal style, changing guidelines, available supplies, etc, the medical accuracy seems to be high. I did not detect bias or industry influence.

Relevance/Longevity rating: 4

Medications are generally listed as generics, with at least current dosing recommendations. The text gives a picture of what care looks like currently, but will be a little challenging to update based on new guidelines (ie, it can be hard to find the exact page in which a medication is dosed/prescribed). Even if the text were to be a little out of date, an instructor can use that to point out what has changed (and why).

Clear text, usually with definitions of medical slang or higher-tier vocabulary. Minimal jargon and there are instances where the "characters" are sorting out the meaning as well, making it accessible for new learners, too.

Overall, the style is consistent between cases - largely broken up into scenes and driven by conversation rather than descriptions of what is happening.

There are 8 (well, again, 7) cases which can be reviewed in any order. Case #2 builds upon #1, which is intentional and a good idea, though personally I would have preferred one case to have different possible outcomes or even a recurrence of illness. Each scene within a case is reasonably short.

Organization/Structure/Flow rating: 4

These cases are modular and don't really build on concepts throughout. As previously stated, case #2 builds upon #1, but beyond that, there is no progression. (To be sure, the authors suggest using case #1 for newer learners and #2 for more advanced ones.) The text would benefit from thematic grouping, a longer introduction and debriefing for each case (there are learning objectives but no real context in medical education nor questions to reflect on what was just read), and progressively-increasing difficulty in medical complexity, ethics, etc.

I used the PDF version and had no interface issues. There are minimal photographs and charts. Some words are marked in blue but those did not seem to be hyperlinked anywhere.

No noticeable errors in grammar, spelling, or formatting were noted.

I appreciate that some diversity of age and ethnicity were offered, but this could be improved. There were Canadian Indian and First Nations patients, for example, as well as other characters with implied diversity, but there didn't seem to be any mention of gender diverse or non-heterosexual people, or disabilities. The cases tried to paint family scenes (the first patient's dog was fairly prominently mentioned) to humanize them. Including more cases would allow for more opportunities to include sex/gender minorities, (hidden) disabilities, etc.

The text (originally from 2017) could use an update. It could be used in conjunction with other Open Texts, as a compliment to other coursework, or purely by itself. The focus is meant to be on improving communication, but there are only 3 short pages at the beginning of the text considering those issues (which are really just learning objectives). In addition to adding more cases and further diversity, I personally would love to see more discussion before and after the case to guide readers (and/or instructors). I also wonder if some of the ambiguity could be improved by suggesting possible health outcomes - this kind of counterfactual comparison isn't possible in real life and could be really interesting in a text. Addition of comprehension/discussion questions would also be worthwhile.

Reviewed by Danielle Peterson, Assistant Professor, University of Saint Francis on 12/31/21

This text provides readers with 8 case studies which include both chronic and acute healthcare issues. Although not comprehensive in regard to types of healthcare conditions, it provides a thorough look at the communication between healthcare... read more

This text provides readers with 8 case studies which include both chronic and acute healthcare issues. Although not comprehensive in regard to types of healthcare conditions, it provides a thorough look at the communication between healthcare workers in acute hospital settings. The cases are primarily set in the inpatient hospital setting, so the bulk of the clinical information is basic emergency care and inpatient protocol: vitals, breathing, medication management, etc. The text provides a table of contents at opening of the text and a handy appendix at the conclusion of the text that outlines each case’s issue(s), scenario, and healthcare roles. No index or glossary present.

Although easy to update, it should be noted that the cases are taking place in a Canadian healthcare system. Terms may be unfamiliar to some students including “province,” “operating theatre,” “physio/physiotherapy,” and “porter.” Units of measurement used include Celsius and meters. Also, the issue of managed care, health insurance coverage, and length of stay is missing for American students. These are primary issues that dictate much of the healthcare system in the US and a primary job function of social workers, nurse case managers, and medical professionals in general. However, instructors that wish to add this to the case studies could do so easily.

The focus of this text is on healthcare communication which makes it less likely to become obsolete. Much of the clinical information is stable healthcare practice that has been standard of care for quite some time. Nevertheless, given the nature of text, updates would be easy to make. Hyperlinks should be updated to the most relevant and trustworthy sources and checked frequently for effectiveness.

The spacing that was used to note change of speaker made for ease of reading. Although unembellished and plain, I expect students to find this format easy to digest and interesting, especially since the script is appropriately balanced with ‘human’ qualities like the current TV shows and songs, the use of humor, and nonverbal cues.

A welcome characteristic of this text is its consistency. Each case is presented in a similar fashion and the roles of the healthcare team are ‘played’ by the same character in each of the scenarios. This allows students to see how healthcare providers prioritize cases and juggle the needs of multiple patients at once. Across scenarios, there was inconsistency in when clinical terms were hyperlinked.

The text is easily divisible into smaller reading sections. However, since the nature of the text is script-narrative format, if significant reorganization occurs, one will need to make sure that the communication of the script still makes sense.

The text is straightforward and presented in a consistent fashion: learning objectives, case history, a script of what happened before the patient enters the healthcare setting, and a script of what happens once the patient arrives at the healthcare setting. The authors use the term, “ideal interactions,” and I would agree that these cases are in large part, ‘best case scenarios.’ Due to this, the case studies are well organized, clear, logical, and predictable. However, depending on the level of student, instructors may want to introduce complications that are typical in the hospital setting.

The interface is pleasing and straightforward. With exception to the case summary and learning objectives, the cases are in narrative, script format. Each case study supplies a photo of the ‘patient’ and one of the case studies includes a link to a 3-minute video that introduces the reader to the patient/case. One of the highlights of this text is the use of hyperlinks to various clinical practices (ABG, vital signs, transfer of patient). Unfortunately, a majority of the links are broken. However, since this is an open text, instructors can update the links to their preference.

Although not free from grammatical errors, those that were noticed were minimal and did not detract from reading.

Cultural Relevance rating: 4

Cultural diversity is visible throughout the patients used in the case studies and includes factors such as age, race, socioeconomic status, family dynamics, and sexual orientation. A moderate level of diversity is noted in the healthcare team with some stereotypes: social workers being female, doctors primarily male.

As a social work instructor, I was grateful to find a text that incorporates this important healthcare role. I would have liked to have seen more content related to advance directives, mediating decision making between the patient and care team, emotional and practical support related to initial diagnosis and discharge planning, and provision of support to colleagues, all typical roles of a medical social worker. I also found it interesting that even though social work was included in multiple scenarios, the role was only introduced on the learning objectives page for the oncology case.

Reviewed by Crystal Wynn, Associate Professor, Virginia State University on 7/21/21

The text covers a variety of chronic diseases within the cases; however, not all of the common disease states were included within the text. More chronic diseases need to be included such as diabetes, cancer, and renal failure. Not all allied... read more

The text covers a variety of chronic diseases within the cases; however, not all of the common disease states were included within the text. More chronic diseases need to be included such as diabetes, cancer, and renal failure. Not all allied health care team members are represented within the case study. Key terms appear throughout the case study textbook and readers are able to click on a hyperlink which directs them to the definition and an explanation of the key term.

Content is accurate, error-free and unbiased.

The content is up-to-date, but not in a way that will quickly make the text obsolete within a short period of time. The text is written and/or arranged in such a way that necessary updates will be relatively easy and straightforward to implement.

The text is written in lucid, accessible prose, and provides adequate context for any jargon/technical terminology used

The text is internally consistent in terms of terminology and framework.

The text is easily and readily divisible into smaller reading sections that can be assigned at different points within the course. Each case can be divided into a chronic disease state unit, which will allow the reader to focus on one section at a time.

Organization/Structure/Flow rating: 3

The topics in the text are presented in a logical manner. Each case provides an excessive amount of language that provides a description of the case. The cases in this text reads more like a novel versus a clinical textbook. The learning objectives listed within each case should be in the form of questions or activities that could be provided as resources for instructors and teachers.

Interface rating: 3

There are several hyperlinks embedded within the textbook that are not functional.

The text contains no grammatical errors.

Cultural Relevance rating: 3

The text is not culturally insensitive or offensive in any way. More examples of cultural inclusiveness is needed throughout the textbook. The cases should be indicative of individuals from a variety of races and ethnicities.

Reviewed by Rebecca Hillary, Biology Instructor, Portland Community College on 6/15/21

This textbook consists of a collection of clinical case studies that can be applicable to a wide range of learning environments from supplementing an undergraduate Anatomy and Physiology Course, to including as part of a Medical or other health... read more

This textbook consists of a collection of clinical case studies that can be applicable to a wide range of learning environments from supplementing an undergraduate Anatomy and Physiology Course, to including as part of a Medical or other health care program. I read the textbook in E-reader format and this includes hyperlinks that bring the students to subsequent clinical study if the book is being used in a clinical classroom. This book is significantly more comprehensive in its approach from other case studies I have read because it provides a bird’s eye view of the many clinicians, technicians, and hospital staff working with one patient. The book also provides real time measurements for patients that change as they travel throughout the hospital until time of discharge.

Each case gave an accurate sense of the chaos that would be present in an emergency situation and show how the conditions affect the practitioners as well as the patients. The reader gets an accurate big picture--a feel for each practitioner’s point of view as well as the point of view of the patient and the patient’s family as the clock ticks down and the patients are subjected to a number of procedures. The clinical information contained in this textbook is all in hyperlinks containing references to clinical skills open text sources or medical websites. I did find one broken link on an external medical resource.

The diseases presented are relevant and will remain so. Some of the links are directly related to the Canadian Medical system so they may not be applicable to those living in other regions. Clinical links may change over time but the text itself will remain relevant.

Each case study clearly presents clinical data as is it recorded in real time.

Each case study provides the point of view of several practitioners and the patient over several days. While each of the case studies covers different pathology they all follow this same format, several points of view and data points, over a number of days.

The case studies are divided by days and this was easy to navigate as a reader. It would be easy to assign one case study per body system in an Anatomy and Physiology course, or to divide them up into small segments for small in class teaching moments.

The topics are presented in an organized way showing clinical data over time and each case presents a large number of view points. For example, in the first case study, the patient is experiencing difficulty breathing. We follow her through several days from her entrance to the emergency room. We meet her X Ray Technicians, Doctor, Nurses, Medical Assistant, Porter, Physiotherapist, Respiratory therapist, and the Lab Technicians running her tests during her stay. Each practitioner paints the overall clinical picture to the reader.

I found the text easy to navigate. There were not any figures included in the text, only clinical data organized in charts. The figures were all accessible via hyperlink. Some figures within the textbook illustrating patient scans could have been helpful but I did not have trouble navigating the links to visualize the scans.

I did not see any grammatical errors in the text.

The patients in the text are a variety of ages and have a variety of family arrangements but there is not much diversity among the patients. Our seven patients in the eight case studies are mostly white and all cis gendered.

Some of the case studies, for example the heart failure study, show clinical data before and after drug treatments so the students can get a feel for mechanism in physiological action. I also liked that the case studies included diet and lifestyle advice for the patients rather than solely emphasizing these pharmacological interventions. Overall, I enjoyed reading through these case studies and I plan to utilize them in my Anatomy and Physiology courses.

Reviewed by Richard Tarpey, Assistant Professor, Middle Tennessee State University on 5/11/21

As a case study book, there is no index or glossary. However, medical and technical terms provide a useful link to definitions and explanations that will prove useful to students unfamiliar with the terms. The information provided is appropriate... read more

As a case study book, there is no index or glossary. However, medical and technical terms provide a useful link to definitions and explanations that will prove useful to students unfamiliar with the terms. The information provided is appropriate for entry-level health care students. The book includes important health problems, but I would like to see coverage of at least one more chronic/lifestyle issue such as diabetes. The book covers adult issues only.

Content is accurate without bias

The content of the book is relevant and up-to-date. It addresses conditions that are prevalent in today's population among adults. There are no pediatric cases, but this does not significantly detract from the usefulness of the text. The format of the book lends to easy updating of data or information.

The book is written with clarity and is easy to read. The writing style is accessible and technical terminology is explained with links to more information.

Consistency is present. Lack of consistency is typically a problem with case study texts, but this book is consistent with presentation, format, and terminology throughout each of the eight cases.

The book has high modularity. Each of the case studies can be used independently from the others providing flexibility. Additionally, each case study can be partitioned for specific learning objectives based on the learning objectives of the course or module.

The book is well organized, presenting students conceptually with differing patient flow patterns through a hospital. The patient information provided at the beginning of each case is a wonderful mechanism for providing personal context for the students as they consider the issues. Many case studies focus on the problem and the organization without students getting a patient's perspective. The patient perspective is well represented in these cases.

The navigation through the cases is good. There are some terminology and procedure hyperlinks within the cases that do not work when accessed. This is troubling if you intend to use the text for entry-level health care students since many of these links are critical for a full understanding of the case.

There are some non-US variants of spelling and a few grammatical errors, but these do not detract from the content of the messages of each case.

The book is inclusive of differing backgrounds and perspectives. No insensitive or offensive references were found.

I like this text for its application flexibility. The book is useful for non-clinical healthcare management students to introduce various healthcare-related concepts and terminology. The content is also helpful for the identification of healthcare administration managerial issues for students to consider. The book has many applications.

Reviewed by Paula Baldwin, Associate Professor/Communication Studies, Western Oregon University on 5/10/21

The different case studies fall on a range, from crisis care to chronic illness care. read more

The different case studies fall on a range, from crisis care to chronic illness care.

The contents seems to be written as they occurred to represent the most complete picture of each medical event's occurence.

These case studies are from the Canadian medical system, but that does not interfere with it's applicability.

It is written for a medical audience, so the terminology is mostly formal and technical.

Some cases are shorter than others and some go in more depth, but it is not problematic.

The eight separate case studies is the perfect size for a class in the quarter system. You could combine this with other texts, videos or learning modalities, or use it alone.

As this is a case studies book, there is not a need for a logical progression in presentation of topics.

No problems in terms of interface.

I have not seen any grammatical errors.

I did not see anything that was culturally insensitive.

I used this in a Health Communication class and it has been extraordinarily successful. My studies are analyzing the messaging for the good, the bad, and the questionable. The case studies are widely varied and it gives the class insights into hospital experiences, both front and back stage, that they would not normally be able to examine. I believe that because it is based real-life medical incidents, my students are finding the material highly engaging.

Reviewed by Marlena Isaac, Instructor, Aiken Technical College on 4/23/21

This text is great to walk through patient care with entry level healthcare students. The students are able to take in the information, digest it, then provide suggestions to how they would facilitate patient healing. Then when they are faced with... read more

This text is great to walk through patient care with entry level healthcare students. The students are able to take in the information, digest it, then provide suggestions to how they would facilitate patient healing. Then when they are faced with a situation in clinical they are not surprised and now how to move through it effectively.

The case studies provided accurate information that relates to the named disease.

It is relevant to health care studies and the development of critical thinking.

Cases are straightforward with great clinical information.

Clinical information is provided concisely.

Appropriate for clinical case study.

Presented to facilitate information gathering.

Takes a while to navigate in the browser.

Cultural Relevance rating: 1

Text lacks adequate representation of minorities.

Reviewed by Kim Garcia, Lecturer III, University of Texas Rio Grande Valley on 11/16/20

The book has 8 case studies, so obviously does not cover the whole of medicine, but the cases provided are descriptive and well developed. Cases are presented at different levels of difficulty, making the cases appropriate for students at... read more

The book has 8 case studies, so obviously does not cover the whole of medicine, but the cases provided are descriptive and well developed. Cases are presented at different levels of difficulty, making the cases appropriate for students at different levels of clinical knowledge. The human element of both patient and health care provider is well captured. The cases are presented with a focus on interprofessional interaction and collaboration, more so than teaching medical content.

Content is accurate and un-biased. No errors noted. Most diagnostic and treatment information is general so it will remain relevant over time. The content of these cases is more appropriate for teaching interprofessional collaboration and less so for teaching the medical care for each diagnosis.

The content is relevant to a variety of different types of health care providers (nurses, radiologic technicians, medical laboratory personnel, etc) and due to the general nature of the cases, will remain relevant over time.

Easy to read. Clear headings are provided for sections of each case study and these section headings clearly tell when time has passed or setting has changed. Enough description is provided to help set the scene for each part of the case. Much of the text is written in the form of dialogue involving patient, family and health care providers, making it easy to adapt for role play. Medical jargon is limited and links for medical terms are provided to other resources that expound on medical terms used.

The text is consistent in structure of each case. Learning objectives are provided. Cases generally start with the patient at home and move with the patient through admission, testing and treatment, using a variety of healthcare services and encountering a variety of personnel.

The text is modular. Cases could be used individually within a unit on the given disease process or relevant sections of a case could be used to illustrate a specific point. The appendix is helpful in locating content specific to a certain diagnosis or a certain type of health care provider.

Each case follows a patient in a logical, chronologic fashion. A clear table of contents and appendix are provided which allows the user to quickly locate desired content. It would be helpful if the items in the table of contents and appendix were linked to the corresponding section of the text.

The hyperlinks to content outside this book work, however using the back arrow on your browser returns you to the front page of the book instead of to the point at which you left the text. I would prefer it if the hyperlinks opened in a new window or tab so closing that window or tab would leave you back where you left the text.

No grammatical errors were noted.

The text is culturally inclusive and appropriate. Characters, both patients and care givers are of a variety of races, ethnicities, ages and backgrounds.

I enjoyed reading the cases and reviewing this text. I can think of several ways in which I will use this content.

Reviewed by Raihan Khan, Instructor/Assistant Professor, James Madison University on 11/3/20

The book contains several important health issues, however still missing some chronic health issues that the students should learn before they join the workforce, such as diabetes-related health issues suffered by the patients. read more

The book contains several important health issues, however still missing some chronic health issues that the students should learn before they join the workforce, such as diabetes-related health issues suffered by the patients.

The health information contained in the textbook is mostly accurate.

I think the book is written focusing on the current culture and health issues faced by the patients. To keep the book relevant in the future, the contexts especially the culture/lifestyle/health care modalities, etc. would need to be updated regularly.

The language is pretty simple, clear, and easy to read.

There is no complaint about consistency. One of the main issues of writing a book, consistency was well managed by the authors.

The book is easy to explore based on how easy the setup is. Students can browse to the specific section that they want to read without much hassle of finding the correct information.

The organization is simple but effective. The authors organized the book based on what can happen in a patient's life and what possible scenarios students should learn about the disease. From that perspective, the book does a good job.

The interface is easy and simple to navigate. Some links to external sources might need to be updated regularly since those links are subject to change that is beyond the author's control. It's frustrating for the reader when the external link shows no information.

The book is free of any major language and grammatical errors.

The book might do a little better in cultural competency. e.g. Last name Singh is mainly for Sikh people. In the text Harj and Priya Singh are Muslim. the authors can consult colleagues who are more familiar with those cultures and revise some cultural aspects of the cases mentioned in the book.

The book is a nice addition to the open textbook world. Hope to see more health issues covered by the book.

Reviewed by Ryan Sheryl, Assistant Professor, California State University, Dominguez Hills on 7/16/20

This text contains 8 medical case studies that reflect best practices at the time of publication. The text identifies 5 overarching learning objectives: interprofessional collaboration, client centered care, evidence-based practice, quality... read more

This text contains 8 medical case studies that reflect best practices at the time of publication. The text identifies 5 overarching learning objectives: interprofessional collaboration, client centered care, evidence-based practice, quality improvement, and informatics. While the case studies do not cover all medical conditions or bodily systems, the book is thorough in conveying details of various patients and medical team members in a hospital environment. Rather than an index or glossary at the end of the text, it contains links to outside websites for more information on medical tests and terms referenced in the cases.

The content provided is reflective of best practices in patient care, interdisciplinary collaboration, and communication at the time of publication. It is specifically accurate for the context of hospitals in Canada. The links provided throughout the text have the potential to supplement with up-to-date descriptions and definitions, however, many of them are broken (see notes in Interface section).

The content of the case studies reflects the increasingly complex landscape of healthcare, including a variety of conditions, ages, and personal situations of the clients and care providers. The text will require frequent updating due to the rapidly changing landscape of society and best practices in client care. For example, a future version may include inclusive practices with transgender clients, or address ways medical racism implicitly impacts client care (see notes in Cultural Relevance section).

The text is written clearly and presents thorough, realistic details about working and being treated in an acute hospital context.

The text is very straightforward. It is consistent in its structure and flow. It uses consistent terminology and follows a structured framework throughout.

Being a series of 8 separate case studies, this text is easily and readily divisible into smaller sections. The text was designed to be taken apart and used piece by piece in order to serve various learning contexts. The parts of each case study can also be used independently of each other to facilitate problem solving.

The topics in the case studies are presented clearly. The structure of each of the case studies proceeds in a similar fashion. All of the cases are set within the same hospital so the hospital personnel and service providers reappear across the cases, giving a textured portrayal of the experiences of the various service providers. The cases can be used individually, or one service provider can be studied across the various studies.

The text is very straightforward, without complex charts or images that could become distorted. Many of the embedded links are broken and require updating. The links that do work are a very useful way to define and expand upon medical terms used in the case studies.

Grammatical errors are minimal and do not distract from the flow of the text. In one instance the last name Singh is spelled Sing, and one patient named Fred in the text is referred to as Frank in the appendix.

The cases all show examples of health care personnel providing compassionate, client-centered care, and there is no overt discrimination portrayed. Two of the clients are in same-sex marriages and these are shown positively. It is notable, however, that the two cases presenting people of color contain more negative characteristics than the other six cases portraying Caucasian people. The people of color are the only two examples of clients who smoke regularly. In addition, the Indian client drinks and is overweight, while the First Nations client is the only one in the text to have a terminal diagnosis. The Indian client is identified as being Punjabi and attending a mosque, although there are only 2% Muslims in the Punjab province of India. Also, the last name Singh generally indicates a person who is a Hindu or Sikh, not Muslim.

Reviewed by Monica LeJeune, RN Instructor, LSUE on 4/24/20

Has comprehensive unfolding case studies that guide the reader to recognize and manage the scenario presented. Assists in critical thinking process. read more

Has comprehensive unfolding case studies that guide the reader to recognize and manage the scenario presented. Assists in critical thinking process.

Accurately presents health scenarios with real life assessment techniques and patient outcomes.

Relevant to nursing practice.

Clearly written and easily understood.

Consistent with healthcare terminology and framework

Has a good reading flow.

Topics presented in logical fashion

Easy to read.

No grammatical errors noted.

Text is not culturally insensitive or offensive.

Good book to have to teach nursing students.

Reviewed by april jarrell, associate professor, J. Sargeant Reynolds Community College on 1/7/20

The text is a great case study tool that is appropriate for nursing school instructors to use in aiding students to learn the nursing process. read more

The text is a great case study tool that is appropriate for nursing school instructors to use in aiding students to learn the nursing process.

The content is accurate and evidence based. There is no bias noted

The content in the text is relevant, up to date for nursing students. It will be easy to update content as needed because the framework allows for addition to the content.

The text is clear and easy to understand.

Framework and terminology is consistent throughout the text; the case study is a continual and takes the student on a journey with the patient. Great for learning!

The case studies can be easily divided into smaller sections to allow for discussions, and weekly studies.

The text and content progress in a logical, clear fashion allowing for progression of learning.

No interface issues noted with this text.

No grammatical errors noted in the text.

No racial or culture insensitivity were noted in the text.

I would recommend this text be used in nursing schools. The use of case studies are helpful for students to learn and practice the nursing process.

Reviewed by Lisa Underwood, Practical Nursing Instructor, NTCC on 12/3/19

The text provides eight comprehensive case studies that showcase the different viewpoints of the many roles involved in patient care. It encompasses the most common seen diagnoses seen across healthcare today. Each case study comes with its own... read more

The text provides eight comprehensive case studies that showcase the different viewpoints of the many roles involved in patient care. It encompasses the most common seen diagnoses seen across healthcare today. Each case study comes with its own set of learning objectives that can be tweaked to fit several allied health courses. Although the case studies are designed around the Canadian Healthcare System, they are quite easily adaptable to fit most any modern, developed healthcare system.

Content Accuracy rating: 3

Overall, the text is quite accurate. There is one significant error that needs to be addressed. It is located in the DVT case study. In the study, a popliteal artery clot is mislabeled as a DVT. DVTs are located in veins, not in arteries. That said, the case study on the whole is quite good. This case study could be used as a learning tool in the classroom for discussion purposes or as a way to test student understanding of DVTs, on example might be, "Can they spot the error?"

At this time, all of the case studies within the text are current. Healthcare is an ever evolving field that rests on the best evidence based practice. Keeping that in mind, educators can easily adapt the studies as the newest evidence emerges and changes practice in healthcare.

All of the case studies are well written and easy to understand. The text includes several hyperlinks and it also highlights certain medical terminology to prompt readers as a way to enhance their learning experience.

Across the text, the language, style, and format of the case studies are completely consistent.

The text is divided into eight separate case studies. Each case study may be used independently of the others. All case studies are further broken down as the focus patient passes through each aspect of their healthcare system. The text's modularity makes it possible to use a case study as individual work, group projects, class discussions, homework or in a simulation lab.

The case studies and the diagnoses that they cover are presented in such a way that educators and allied health students can easily follow and comprehend.

The book in itself is free of any image distortion and it prints nicely. The text is offered in a variety of digital formats. As noted in the above reviews, some of the hyperlinks have navigational issues. When the reader attempts to access them, a "page not found" message is received.

There were minimal grammatical errors. Some of which may be traced back to the differences in our spelling.

The text is culturally relevant in that it includes patients from many different backgrounds and ethnicities. This allows educators and students to explore cultural relevance and sensitivity needs across all areas in healthcare. I do not believe that the text was in any way insensitive or offensive to the reader.

By using the case studies, it may be possible to have an open dialogue about the differences noted in healthcare systems. Students will have the ability to compare and contrast the Canadian healthcare system with their own. I also firmly believe that by using these case studies, students can improve their critical thinking skills. These case studies help them to "put it all together".

Reviewed by Melanie McGrath, Associate Professor, TRAILS on 11/29/19

The text covered some of the most common conditions seen by healthcare providers in a hospital setting, which forms a solid general base for the discussions based on each case. read more

The text covered some of the most common conditions seen by healthcare providers in a hospital setting, which forms a solid general base for the discussions based on each case.

I saw no areas of inaccuracy

As in all healthcare texts, treatments and/or tests will change frequently. However, everything is currently up-to-date thus it should be a good reference for several years.

Each case is written so that any level of healthcare student would understand. Hyperlinks in the text is also very helpful.

All of the cases are written in a similar fashion.

Although not structured as a typical text, each case is easily assigned as a stand-alone.

Each case is organized clearly in an appropriate manner.

I did not see any issues.

I did not see any grammatical errors

The text seemed appropriately inclusive. There are no pediatric cases and no cases of intellectually-impaired patients, but those types of cases introduce more advanced problem-solving which perhaps exceed the scope of the text. May be a good addition to the text.

I found this text to be an excellent resource for healthcare students in a variety of fields. It would be best utilized in inter professional courses to help guide discussion.

Reviewed by Lynne Umbarger, Clinical Assistant Professor, Occupational Therapy, Emory and Henry College on 11/26/19

While the book does not cover every scenario, the ones in the book are quite common and troublesome for inexperienced allied health students. The information in the book is thorough enough, and I have found the cases easy to modify for educational... read more

While the book does not cover every scenario, the ones in the book are quite common and troublesome for inexperienced allied health students. The information in the book is thorough enough, and I have found the cases easy to modify for educational purposes. The material was easily understood by the students but challenging enough for classroom discussion. There are no mentions in the book about occupational therapy, but it is easy enough to add a couple words and make inclusion simple.

Very nice lab values are provided in the case study, making it more realistic for students.

These case studies focus on commonly encountered diagnoses for allied health and nursing students. They are comprehensive, realistic, and easily understood. The only difference is that the hospital in one case allows the patient's dog to visit in the room (highly unusual in US hospitals).

The material is easily understood by allied health students. The cases have links to additional learning materials for concepts that may be less familiar or should be explored further in a particular health field.

The language used in the book is consistent between cases. The framework is the same with each case which makes it easier to locate areas that would be of interest to a particular allied health profession.

The case studies are comprehensive but well-organized. They are short enough to be useful for class discussion or a full-blown assignment. The students seem to understand the material and have not expressed that any concepts or details were missing.

Each case is set up like the other cases. There are learning objectives at the beginning of each case to facilitate using the case, and it is easy enough to pull out material to develop useful activities and assignments.

There is a quick chart in the Appendix to allow the reader to determine the professions involved in each case as well as the pertinent settings and diagnoses for each case study. The contents are easy to access even while reading the book.

As a person who attends carefully to grammar, I found no errors in all of the material I read in this book.

There are a greater number of people of different ethnicities, socioeconomic status, ages, and genders to make this a very useful book. With each case, I could easily picture the person in the case. This book appears to be Canadian and more inclusive than most American books.

I was able to use this book the first time I accessed it to develop a classroom activity for first-year occupational therapy students and a more comprehensive activity for second-year students. I really appreciate the links to a multitude of terminology and medical lab values/issues for each case. I will keep using this book.

Reviewed by Cindy Krentz, Assistant Professor, Metropolitan State University of Denver on 6/15/19

The book covers eight case studies of common inpatient or emergency department scenarios. I appreciated that they had written out the learning objectives. I liked that the patient was described before the case was started, giving some... read more

The book covers eight case studies of common inpatient or emergency department scenarios. I appreciated that they had written out the learning objectives. I liked that the patient was described before the case was started, giving some understanding of the patient's background. I think it could benefit from having a glossary. I liked how the authors included the vital signs in an easily readable bar. I would have liked to see the labs also highlighted like this. I also felt that it would have been good written in a 'what would you do next?' type of case study.

The book is very accurate in language, what tests would be prudent to run and in the day in the life of the hospital in all cases. One inaccuracy is that the authors called a popliteal artery clot a DVT. The rest of the DVT case study was great, though, but the one mistake should be changed.

The book is up to date for now, but as tests become obsolete and new equipment is routinely used, the book ( like any other health textbook) will need to be updated. It would be easy to change, however. All that would have to happen is that the authors go in and change out the test to whatever newer, evidence-based test is being utilized.

The text is written clearly and easy to understand from a student's perspective. There is not too much technical jargon, and it is pretty universal when used- for example DVT for Deep Vein Thrombosis.

The book is consistent in language and how it is broken down into case studies. The same format is used for highlighting vital signs throughout the different case studies. It's great that the reader does not have to read the book in a linear fashion. Each case study can be read without needing to read the others.

The text is broken down into eight case studies, and within the case studies is broken down into days. It is consistent and shows how the patient can pass through the different hospital departments (from the ER to the unit, to surgery, to home) in a realistic manner. The instructor could use one or more of the case studies as (s)he sees fit.

The topics are eight different case studies- and are presented very clearly and organized well. Each one is broken down into how the patient goes through the system. The text is easy to follow and logical.

The interface has some problems with the highlighted blue links. Some of them did not work and I got a 'page not found' message. That can be frustrating for the reader. I'm wondering if a glossary could be utilized (instead of the links) to explain what some of these links are supposed to explain.

I found two or three typos, I don't think they were grammatical errors. In one case I think the Canadian spelling and the United States spelling of the word are just different.

This is a very culturally competent book. In today's world, however, one more type of background that would merit delving into is the trans-gender, GLBTQI person. I was glad that there were no stereotypes.

I enjoyed reading the text. It was interesting and relevant to today's nursing student. Since we are becoming more interprofessional, I liked that we saw what the phlebotomist and other ancillary personnel (mostly different technicians) did. I think that it could become even more interdisciplinary so colleges and universities could have more interprofessional education- courses or simulations- with the addition of the nurse using social work, nutrition, or other professional health care majors.

Reviewed by Catherine J. Grott, Interim Director, Health Administration Program, TRAILS on 5/5/19

The book is comprehensive but is specifically written for healthcare workers practicing in Canada. The title of the book should reflect this. read more

The book is comprehensive but is specifically written for healthcare workers practicing in Canada. The title of the book should reflect this.

The book is accurate, however it has numerous broken online links.

Relevance/Longevity rating: 3

The content is very relevant, but some links are out-dated. For example, WHO Guidelines for Safe Surgery 2009 (p. 186) should be updated.

The book is written in clear and concise language. The side stories about the healthcare workers make the text interesting.

The book is consistent in terms of terminology and framework. Some terms that are emphasized in one case study are not emphasized (with online links) in the other case studies. All of the case studies should have the same words linked to online definitions.

Modularity rating: 3

The book can easily be parsed out if necessary. However, the way the case studies have been written, it's evident that different authors contributed singularly to each case study.

The organization and flow are good.

Interface rating: 1

There are numerous broken online links and "pages not found."

The grammar and punctuation are correct. There are two errors detected: p. 120 a space between the word "heart" and the comma; also a period is needed after Dr (p. 113).

I'm not quite sure that the social worker (p. 119) should comment that the patient and partner are "very normal people."

There are roughly 25 broken online links or "pages not found." The BC & Canadian Guidelines (p. 198) could also include a link to US guidelines to make the text more universal . The basilar crackles (p. 166) is very good. Text could be used compare US and Canadian healthcare. Text could be enhanced to teach "soft skills" and interdepartmental communication skills in healthcare.

Reviewed by Lindsey Henry, Practical Nursing Instructor, Fletcher on 5/1/19

I really appreciated how in the introduction, five learning objectives were identified for students. These objectives are paramount in nursing care and they are each spelled out for the learner. Each Case study also has its own learning... read more

I really appreciated how in the introduction, five learning objectives were identified for students. These objectives are paramount in nursing care and they are each spelled out for the learner. Each Case study also has its own learning objectives, which were effectively met in the readings.

As a seasoned nurse, I believe that the content regarding pathophysiology and treatments used in the case studies were accurate. I really appreciated how many of the treatments were also explained and rationales were given, which can be very helpful to facilitate effective learning for a nursing student or novice nurse.

The case studies are up to date and correlate with the current time period. They are easily understood.

I really loved how several important medical terms, including specific treatments were highlighted to alert the reader. Many interventions performed were also explained further, which is great to enhance learning for the nursing student or novice nurse. Also, with each scenario, a background and history of the patient is depicted, as well as the perspectives of the patient, patients family member, and the primary nurse. This really helps to give the reader a full picture of the day in the life of a nurse or a patient, and also better facilitates the learning process of the reader.

These case studies are consistent. They begin with report, the patient background or updates on subsequent days, and follow the patients all the way through discharge. Once again, I really appreciate how this book describes most if not all aspects of patient care on a day to day basis.

Each case study is separated into days. While they can be divided to be assigned at different points within the course, they also build on each other. They show trends in vital signs, what happens when a patient deteriorates, what happens when they get better and go home. Showing the entire process from ER admit to discharge is really helpful to enhance the students learning experience.

The topics are all presented very similarly and very clearly. The way that the scenarios are explained could even be understood by a non-nursing student as well. The case studies are very clear and very thorough.

The book is very easy to navigate, prints well on paper, and is not distorted or confusing.

I did not see any grammatical errors.

Each case study involves a different type of patient. These differences include race, gender, sexual orientation and medical backgrounds. I do not feel the text was offensive to the reader.

I teach practical nursing students and after reading this book, I am looking forward to implementing it in my classroom. Great read for nursing students!

Reviewed by Leah Jolly, Instructor, Clinical Coordinator, Oregon Institute of Technology on 4/10/19

Good variety of cases and pathologies covered. read more

Good variety of cases and pathologies covered.

Content Accuracy rating: 2

Some examples and scenarios are not completely accurate. For example in the DVT case, the sonographer found thrombus in the "popliteal artery", which according to the book indicated presence of DVT. However in DVT, thrombus is located in the vein, not the artery. The patient would also have much different symptoms if located in the artery. Perhaps some of these inaccuracies are just typos, but in real-life situations this simple mistake can make a world of difference in the patient's course of treatment and outcomes.

Good examples of interprofessional collaboration. If only it worked this way on an every day basis!

Clear and easy to read for those with knowledge of medical terminology.

Good consistency overall.

Broken up well.

Topics are clear and logical.

Would be nice to simply click through to the next page, rather than going through the table of contents each time.

Minor typos/grammatical errors.

No offensive or insensitive materials observed.

Reviewed by Alex Sargsyan, Doctor of Nursing Practice/Assistant Professor , East Tennessee State University on 10/8/18

Because of the case study character of the book it does not have index or glossary. However it has summary for each health case study outlining key elements discussed in each case study. read more

Because of the case study character of the book it does not have index or glossary. However it has summary for each health case study outlining key elements discussed in each case study.

Overall the book is accurately depicting the clinical environment. There are numerous references to external sites. While most of them are correct, some of them are not working. For example Homan’s test link is not working "404 error"

Book is relevant in its current version and can be used in undergraduate and graduate classes. That said, the longevity of the book may be limited because of the character of the clinical education. Clinical guidelines change constantly and it may require a major update of the content.

Cases are written very clearly and have realistic description of an inpatient setting.

The book is easy to read and consistent in the language in all eight cases.

The cases are very well written. Each case is subdivided into logical segments. The segments reflect different setting where the patient is being seen. There is a flow and transition between the settings.

Book has eight distinct cases. This is a great format for a book that presents distinct clinical issues. This will allow the students to have immersive experiences and gain better understanding of the healthcare environment.

Book is offered in many different formats. Besides the issues with the links mentioned above, overall navigation of the book content is very smooth.

Book is very well written and has no grammatical errors.

Book is culturally relevant. Patients in the case studies come different cultures and represent diverse ethnicities.

Reviewed by Justin Berry, Physical Therapist Assistant Program Director, Northland Community and Technical College, East Grand Forks, MN on 8/2/18

This text provides eight patient case studies from a variety of diagnoses, which can be utilized by healthcare students from multiple disciplines. The cases are comprehensive and can be helpful for students to determine professional roles,... read more

This text provides eight patient case studies from a variety of diagnoses, which can be utilized by healthcare students from multiple disciplines. The cases are comprehensive and can be helpful for students to determine professional roles, interprofessional roles, when to initiate communication with other healthcare practitioners due to a change in patient status, and treatment ideas. Some additional patient information, such as lab values, would have been beneficial to include.

Case study information is accurate and unbiased.

Content is up to date. The case studies are written in a way so that they will not be obsolete soon, even with changes in healthcare.

The case studies are well written, and can be utilized for a variety of classroom assignments, discussions, and projects. Some additional lab value information for each patient would have been a nice addition.

The case studies are consistently organized to make it easy for the reader to determine the framework.

The text is broken up into eight different case studies for various patient diagnoses. This design makes it highly modular, and would be easy to assign at different points of a course.

The flow of the topics are presented consistently in a logical manner. Each case study follows a patient chronologically, making it easy to determine changes in patient status and treatment options.

The text is free of interface issues, with no distortion of images or charts.

The text is not culturally insensitive or offensive in any way. Patients are represented from a variety of races, ethnicities, and backgrounds

This book would be a good addition for many different health programs.

Reviewed by Ann Bell-Pfeifer, Instructor/Program Director, Minnesota State Community and Technical College on 5/21/18

The book gives a comprehensive overview of many types of cases for patient conditions. Emergency Room patients may arrive with COPD, heart failure, sepsis, pneumonia, or as motor vehicle accident victims. It is directed towards nurses, medical... read more

The book gives a comprehensive overview of many types of cases for patient conditions. Emergency Room patients may arrive with COPD, heart failure, sepsis, pneumonia, or as motor vehicle accident victims. It is directed towards nurses, medical laboratory technologists, medical radiology technologists, and respiratory therapists and their roles in caring for patients. Most of the overview is accurate. One suggestion is to provide an embedded radiologist interpretation of the exams which are performed which lead to the patients diagnosis.

Overall the book is accurate. Would like to see updates related to the addition of direct radiography technology which is commonly used in the hospital setting.

Many aspects of medicine will remain constant. The case studies seem fairly accurate and may be relevant for up to 3 years. Since technology changes so quickly in medicine, the CT and x-ray components may need minor updates within a few years.

The book clarity is excellent.

The case stories are consistent with each scenario. It is easy to follow the structure and learn from the content.

The book is quite modular. It is easy to break it up into cases and utilize them individually and sequentially.

The cases are listed by disease process and follow a logical flow through each condition. They are easy to follow as they have the same format from the beginning to the end of each case.

The interface seems seamless. Hyperlinks are inserted which provide descriptions and references to medical procedures and in depth definitions.

The book is free of most grammatical errors. There is a place where a few words do not fit the sentence structure and could be a typo.

The book included all types of relationships and ethnic backgrounds. One type which could be added is a transgender patient.

I think the book was quite useful for a variety of health care professionals. The authors did an excellent job of integrating patient cases which could be applied to the health care setting. The stories seemed real and relevant. This book could be used to teach health care professionals about integrated care within the emergency department.

Reviewed by Shelley Wolfe, Assistant Professor, Winona State University on 5/21/18

This text is comprised of comprehensive, detailed case studies that provide the reader with multiple character views throughout a patient’s encounter with the health care system. The Table of Contents accurately reflected the content. It should... read more

This text is comprised of comprehensive, detailed case studies that provide the reader with multiple character views throughout a patient’s encounter with the health care system. The Table of Contents accurately reflected the content. It should be noted that the authors include a statement that conveys that this text is not like traditional textbooks and is not meant to be read in a linear fashion. This allows the educator more flexibility to use the text as a supplement to enhance learning opportunities.

The content of the text appears accurate and unbiased. The “five overarching learning objectives” provide a clear aim of the text and the educator is able to glean how these objectives are captured into each of the case studies. While written for the Canadian healthcare system, this text is easily adaptable to the American healthcare system.

Overall, the content is up-to-date and the case studies provide a variety of uses that promote longevity of the text. However, not all of the blue font links (if using the digital PDF version) were still in working order. I encountered links that led to error pages or outdated “page not found” websites. While the links can be helpful, continued maintenance of these links could prove time-consuming.

I found the text easy to read and understand. I enjoyed that the viewpoints of all the different roles (patient, nurse, lab personnel, etc.) were articulated well and allowed the reader to connect and gain appreciation of the entire healthcare team. Medical jargon was noted to be appropriate for the intended audience of this text.

The terminology and organization of this text is consistent.

The text is divided into 8 case studies that follow a similar organizational structure. The case studies can further be divided to focus on individual learning objectives. For example, the case studies could be looked at as a whole for discussing communication or could be broken down into segments to focus on disease risk factors.

The case studies in this text follow a similar organizational structure and are consistent in their presentation. The flow of individual case studies is excellent and sets the reader on a clear path. As noted previously, this text is not meant to be read in a linear fashion.

This text is available in many different forms. I chose to review the text in the digital PDF version in order to use the embedded links. I did not encounter significant interface issues and did not find any images or features that would distract or confuse a reader.

No significant grammatical errors were noted.

The case studies in this text included patients and healthcare workers from a variety of backgrounds. Educators and students will benefit from expanding the case studies to include discussions and other learning opportunities to help develop culturally-sensitive healthcare providers.

I found the case studies to be very detailed, yet written in a way in which they could be used in various manners. The authors note a variety of ways in which the case studies could be employed with students; however, I feel the authors could also include that the case studies could be used as a basis for simulated clinical experiences. The case studies in this text would be an excellent tool for developing interprofessional communication and collaboration skills in a variety healthcare students.

Reviewed by Darline Foltz, Assistant Professor, University of Cincinnati - Clermont College on 3/27/18

This book covers all areas listed in the Table of Contents. In addition to the detailed patient case studies, there is a helpful section of "How to Use this Resource". I would like to note that this resource "aligns with the open textbooks... read more

This book covers all areas listed in the Table of Contents. In addition to the detailed patient case studies, there is a helpful section of "How to Use this Resource". I would like to note that this resource "aligns with the open textbooks Clinical Procedures for Safer Patient Care and Anatomy and Physiology: OpenStax" as noted by the authors.

The book appears to be accurate. Although one of the learning outcomes is as follows: "Demonstrate an understanding of the Canadian healthcare delivery system.", I did not find anything that is ONLY specific to the Canadian healthcare delivery system other than some of the terminology, i.e. "porter" instead of "transporter" and a few french words. I found this to make the book more interesting for students rather than deter from it. These are patient case studies that are relevant in any country.

The content is up-to-date. Changes in medical science may occur, i.e. a different test, to treat a diagnosis that is included in one or more of the case studies, however, it would be easy and straightforward to implement these changes.

This book is written in lucid, accessible prose. The technical/medical terminology that is used is appropriate for medical and allied health professionals. Something that would improve this text would to provide a glossary of terms for the terms in blue font.

This book is consistent with current medical terminology

This text is easily divided into each of the 6 case studies. The case studies can be used singly according to the body system being addressed or studied.

Because this text is a collection of case studies, flow doesn't pertain, however the organization and structure of the case studies are excellent as they are clear and easy to read.

There are no distractions in this text that would distract or confuse the reader.

I did not identify any grammatical errors.

This text is not culturally insensitive or offensive in any way and uses patients and healthcare workers that are of a variety of races, ethnicities and backgrounds.

I believe that this text would not only be useful to students enrolled in healthcare professions involved in direct patient care but would also be useful to students in supporting healthcare disciplines such as health information technology and management, medical billing and coding, etc.

Table of Contents

• Introduction

Case Study #1: Chronic Obstructive Pulmonary Disease (COPD)

• Learning Objectives
• Patient: Erin Johns
• Emergency Room

Case Study #2: Pneumonia

• Day 0: Emergency Room
• Day 1: Emergency Room
• Day 1: Medical Ward
• Day 2: Medical Ward
• Day 3: Medical Ward
• Day 4: Medical Ward

Case Study #3: Unstable Angina (UA)

• Patient: Harj Singh

Case Study #4: Heart Failure (HF)

• Patient: Meryl Smith
• In the Supermarket
• Day 0: Medical Ward

Case Study #5: Motor Vehicle Collision (MVC)

• Patient: Aaron Knoll
• Crash Scene
• Operating Room
• Post Anaesthesia Care Unit (PACU)
• Surgical Ward

Case Study #6: Sepsis

• Patient: George Thomas
• Sleepy Hollow Care Facility

Case Study #7: Colon Cancer

• Patient: Fred Johnson
• Two Months Ago
• Pre-Surgery Admission

Case Study #8: Deep Vein Thrombosis (DVT)

• Patient: Jamie Douglas

Appendix: Overview About the Authors

Ancillary Material

About the book.

Health Case Studies is composed of eight separate health case studies. Each case study includes the patient narrative or story that models the best practice (at the time of publishing) in healthcare settings. Associated with each case is a set of specific learning objectives to support learning and facilitate educational strategies and evaluation.

The case studies can be used online in a learning management system, in a classroom discussion, in a printed course pack or as part of a textbook created by the instructor. This flexibility is intentional and allows the educator to choose how best to convey the concepts presented in each case to the learner.

Because these case studies were primarily developed for an electronic healthcare system, they are based predominantly in an acute healthcare setting. Educators can augment each case study to include primary healthcare settings, outpatient clinics, assisted living environments, and other contexts as relevant.

About the Contributors

Glynda Rees teaches at the British Columbia Institute of Technology (BCIT) in Vancouver, British Columbia. She completed her MSN at the University of British Columbia with a focus on education and health informatics, and her BSN at the University of Cape Town in South Africa. Glynda has many years of national and international clinical experience in critical care units in South Africa, the UK, and the USA. Her teaching background has focused on clinical education, problem-based learning, clinical techniques, and pharmacology.

Glynda‘s interests include the integration of health informatics in undergraduate education, open accessible education, and the impact of educational technologies on nursing students’ clinical judgment and decision making at the point of care to improve patient safety and quality of care.

Faculty member in the critical care nursing program at the British Columbia Institute of Technology (BCIT) since 2003, Rob has been a critical care nurse for over 25 years with 17 years practicing in a quaternary care intensive care unit. Rob is an experienced educator and supports student learning in the classroom, online, and in clinical areas. Rob’s Master of Education from Simon Fraser University is in educational technology and learning design. He is passionate about using technology to support learning for both faculty and students.

Part of Rob’s faculty position is dedicated to providing high fidelity simulation support for BCIT’s nursing specialties program along with championing innovative teaching and best practices for educational technology. He has championed the use of digital publishing and was the tech lead for Critical Care Nursing’s iPad Project which resulted in over 40 multi-touch interactive textbooks being created using Apple and other technologies.

Rob has successfully completed a number of specialist certifications in computer and network technologies. In 2015, he was awarded Apple Distinguished Educator for his innovation and passionate use of technology to support learning. In the past five years, he has presented and published abstracts on virtual simulation, high fidelity simulation, creating engaging classroom environments, and what the future holds for healthcare and education.

Janet Morrison is the Program Head of Occupational Health Nursing at the British Columbia Institute of Technology (BCIT) in Burnaby, British Columbia. She completed a PhD at Simon Fraser University, Faculty of Communication, Art and Technology, with a focus on health information technology. Her dissertation examined the effects of telehealth implementation in an occupational health nursing service. She has an MA in Adult Education from St. Francis Xavier University and an MA in Library and Information Studies from the University of British Columbia.

Janet’s research interests concern the intended and unintended impacts of health information technologies on healthcare students, faculty, and the healthcare workforce.

She is currently working with BCIT colleagues to study how an educational clinical information system can foster healthcare students’ perceptions of interprofessional roles.

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Strategies for Writing a Nursing Case Study

Nursing case studies are an essential aspect of nursing education as they help students apply theoretical knowledge to real-life situations. The process of writing a nursing case study can be overwhelming, particularly for new nursing students. However, with the right strategies, writing a nursing case study can be an enjoyable experience that enhances one's learning. In this article, we will discuss strategies for writing a nursing case study.

Understand the Case Study Assignment

Before starting to write a nursing case study, it is essential to understand the assignment requirements. This includes the format of the case study, the length of the paper, and the grading criteria. Understanding these requirements will help you to stay focused and avoid any unnecessary information that does not address the case study's objectives.

Identify the Patient

The first step in writing a nursing case study is identifying the patient. This involves obtaining a detailed patient history, including demographic information, medical history, and presenting symptoms. The patient's history is crucial as it helps to establish the patient's health status, identify potential risks, and develop an appropriate nursing care plan.

Conduct a Thorough Assessment

After identifying the patient, the next step is to conduct a thorough assessment. This involves gathering information about the patient's current health status, including physical, psychological, and social aspects. The assessment should cover all aspects of the patient's health, including any existing medical conditions, medications, allergies, and vital signs. Additionally, it is important to evaluate the patient's mental and emotional status, as well as any social or environmental factors that may affect their health.

Develop a Nursing Care Plan

Once you have completed the patient assessment, the next step is to develop a nursing care plan. The nursing care plan should be patient-centered, evidence-based, and culturally sensitive. The plan should include achievable goals, interventions, and expected outcomes. It should also take into consideration the patient's preferences, values, and beliefs.

Write the Case Study

After developing the nursing care plan, the next step is to write the case study. The case study should follow a specific format, including an introduction, patient background information, assessment findings, nursing diagnosis, nursing care plan, interventions, and outcomes. The case study should be well-organized, concise, and written in a professional tone. Additionally, it should be free of any grammatical errors or typos.

Include Evidence-Based Practice

In writing a nursing case study, it is important to include evidence-based practice. This involves using current research and literature to support your nursing care plan and interventions. Evidence-based practice helps to ensure that the nursing interventions are effective and based on the best available evidence.

Use a Patient-Centered Approach

When writing a nursing case study, it is important to use a patient-centered approach. This means focusing on the patient's needs, preferences, and values when developing the nursing care plan and interventions. The patient's input and involvement should be included in the nursing care plan, and their feedback should be taken into consideration when evaluating the effectiveness of the interventions.

Reflect on the Case Study

After completing the nursing case study, it is important to reflect on the experience. This involves evaluating the effectiveness of the nursing care plan and interventions and identifying areas for improvement. Reflection is an important aspect of nursing education as it helps students to learn from their experiences and develop critical thinking skills.

Some common nursing case study scenarios that nursing students may encounter during their education:

• Patient with hypertension
• Patient with Type 2 diabetes mellitus
• Patient with Chronic Obstructive Pulmonary Disease (COPD)
• Patient with Congestive Heart Failure (CHF)
• Patient with Deep Vein Thrombosis (DVT)
• Patient with Myocardial Infarction (MI)
• Patient with Pneumonia
• Patient with Septic Shock
• Patient with Renal Failure
• Patient with Stroke
• Patient with Gastrointestinal Bleeding
• Patient with Multiple Sclerosis (MS)
• Patient with Parkinson's Disease (PD)
• Patient with Alzheimer's Disease (AD)
• Patient with Schizophrenia
• Patient with Bipolar Disorder
• Patient with Substance Abuse Disorder
• Patient with Depression
• Patient with Anxiety Disorder
• Patient with Eating Disorder
• Patient with Chronic Pain
• Patient with Spinal Cord Injury
• Patient with Traumatic Brain Injury (TBI)
• Patient with Cancer
• Patient with HIV/AIDS
• Patient with Wound Infection
• Patient with Pressure Ulcer
• Patient with Urinary Tract Infection (UTI)
• Patient with Sepsis
• Patient with Respiratory Distress Syndrome (RDS)

In conclusion, writing a nursing case study requires careful planning, attention to detail, and the use of evidence-based practice. Understanding the assignment requirements, identifying the patient, conducting a thorough assessment, developing a nursing care plan, and writing the case study in a patient-centered approach are essential strategies for writing a successful nursing case study. Additionally, including evidence-based practice and reflecting on the experience can enhance the learning experience and improve nursing practice.

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Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

This case study presents a 68-year old “right-handed” African-American man named Randall Swanson. He has a history of hypertension, hyperlipidemia and a history of smoking one pack per day for the last 20 years. He is prescribed Atenolol for his HTN, and Simvastatin for Hyperlipidemia (but he has a history of not always taking his meds). His father had a history of hypertension and passed away from cancer 10 years ago. His mother has a history of diabetes and is still alive.

Randall was gardening with his wife on a relaxing Sunday afternoon. Out of nowhere, Randall fell to the ground. When his wife rushed to his side and asked how he was doing, he answered with garbled and incoherent speech. It was then that his wife noticed his face was drooping on the right side. His wife immediately called 911 and paramedics arrived within 6 minutes. Upon initial assessment, the paramedics reported that Randall appeared to be experiencing a stroke as he presented with right-sided facial droop and weakness and numbness on the right side of his body. Fortunately, Randall lived nearby a stroke center so he was transported to St. John’s Regional Medical Center within 17 minutes of paramedics arriving to his home.

Initial Managment

Upon arrival to the Emergency Department, the healthcare team was ready to work together to diagnose Randall. He was placed in bed with the HOB elevated to 30 degrees to decrease intracranial pressure and reduce any risks for aspiration. Randall’s wife remained at his side and provided the care team with his brief medical history which as previously mentioned, consists of hypertension, hyperlipidemia and smoking one pack per day for the last 20 years. He had no recent head trauma, never had a stroke, no prior surgeries, and no use of anticoagulation medications.

Physical Assessment

Upon first impression, Nurse Laura recognized that Randall was calm but looked apprehensive. When asked to state his name and date of birth, his speech sounded garbled at times and was very slow, but he could still be understood. He could not recall the month he was born in but he was alert and oriented to person, time, and situation. When asked to state where he was, he could not recall the word hospital. He simply pointed around the room while repeating “here.”

Further assessment revealed that his pupils were equal and reactive to light and that he presented with right-sided facial paralysis. Randall was able to follow commands but when asked to move his extremities, he could not lift his right arm and leg. He also reported that he could not feel the nurse touch his right arm and leg. Nurse Laura gathered the initial vital signs as follows: BP: 176/82, HR: 93, RR: 20, T:99.4, O2: 92% RA and a headache with pain of 3/10.

Doctor’s Orders

The doctor orders were quickly noted and included:

-2L O2 (to keep O2 >93%)

– 500 mL Bolus NS

– VS Q2h for the first 8 hrs.

-Draw labs for: CBC, INR, PT/INR, PTT, and Troponin

-Get an EKG

-Chest X ray

-Glucose check

-Obtain patient weight

-Perform a National Institute of Health Stroke Scale (also known as NIHSS) Q12h for the first 24 hours, then Q24h until he is discharged

-Notify pharmacy of potential t-PA preparation.

Nursing Actions

Nurse Laura started an 18 gauge IV in Randall’s left AC and started him on a bolus of 500 mL of NS. A blood sample was collected and quickly sent to the lab. Nurse Laura called the Emergency Department Tech to obtain a 12 lead EKG.

Pertinent Lab Results for Randall

The physician and the nurse review the labs:

WBC 7.3 x 10^9/L

RBC 4.6 x 10^12/L

Plt 200 x 10^9/L

LDL 179 mg/dL

HDL 43 mg/dL

Troponin <0.01 ng/mL

EKG and Chest X Ray Results

The EKG results and monitor revealed Randall was in normal sinus rhythm; CXR was negative for pulmonary or cardiac pathology

CT Scan and NIHSS Results 

The NIH Stroke Scale was completed and demonstrated that Randall had significant neurological deficits with a score of 13. Within 20 minutes of arrival to the hospital, Randall had a CT-scan completed. Within 40 minutes of arrival to the hospital, the radiologist notified the ED physician that the CT-scan was negative for any active bleeding, ruling our hemorrhagic stroke.

The doctors consulted and diagnosed Randall with a thrombotic ischemic stroke and determined that that plan would include administering t-PA. Since Randall’s CT scan was negative for a bleed and since he met all of the inclusion criteria he was a candidate for t-PA. ( Some of the inclusion criteria includes that the last time the patient is seen normal must be within 3 hours, the CT scan has to be negative for bleeding, the patient must be 18 years or older, the doctor must make the diagnosis of an acute ischemic stroke, and the patient must continue to present with neurological deficits.)

Since the neurologist has recommended IV t-PA, the physicians went into Randall’s room and discussed what they found with him and his wife. Nurse Laura answered and addressed any remaining concerns or questions.

Administration

Randall and his wife decided to proceed with t-PA therapy as ordered, therefore Nurse Laura initiated the hospital’s t-PA protocol. A bolus of 6.73 mg of tPA was administered for 1 minute followed by an infusion of 60.59 mg over the course of 1 hour. ( This was determined by his weight of 74.8 kg).  After the infusion was complete, Randall was transferred to the ICU for close observation. Upon reassessment of the patient, Randall still appeared to be displaying neurological deficits and his right-sided paralysis had not improved. His vital signs were assessed and noted as follows: BP: 149/79 HR: 90 RR: 18 T:98.9 O2: 97% 2L NC Pain: 2/10.

Randall’s wife was crying and he appeared very scared, so Nurse John tried to provide as much emotional support to them as possible. Nurse John paid close attention to Randall’s blood pressure since he could be at risk for hemorrhaging due to the medication. Randall was also continually assessed for any changes in neurological status and allergic reactions to the t-PA. Nurse John made sure that Stroke Core Measures were followed in order to enhance Randall’s outcome.

In the ICU, Randall’s neurological status improved greatly. Nurse Jan noted that while he still garbled speech and right-sided facial droop, he was now able to recall information such as his birthday and he could identify objects when asked. Randall was able to move his right arm and leg off the bed but he reported that he was still experiencing decreased sensation, right-sided weakness and he demonstrated drift in both extremities.

The nurse monitored Randall’s blood pressure and noted that it was higher than normal at 151/83. She realized this was an expected finding for a patient during a stroke but systolic pressure should be maintained at less than 185 to lower the risk of hemorrhage. His vitals remained stable and his NIHSS score decreased to an 8. Labs were drawn and were WNL with the exception of his LDL and HDL levels. His vital signs were noted as follows: BP 151/80 HR 92 RR 18 T 98.8 O2 97% RA Pain 0/10

The Doctor ordered Physical, Speech, and Occupational therapy, as well as a swallow test.

Swallowing Screen

Randall remained NPO since his arrival due to the risks associated with swallowing after a stroke. Nurse Jan performed a swallow test by giving Randall 3 ounces of water. On the first sip, Randall coughed and subsequently did not pass. Nurse Jan kept him NPO until the speech pathologist arrived to further evaluate Randall. Ultimately, the speech  pathologist determined that with due caution, Randall could be put on a dysphagia diet that featured thickened liquids

Physical Therapy & Occupational Therapy

A physical therapist worked with Randall and helped him to carry out passive range of motion exercises. An occupational therapist also worked with Randall to evaluate how well he could perform tasks such as writing, getting dressed and bathing. It was important for these therapy measures to begin as soon as possible to increase the functional outcomes for Randall. Rehabilitation is an ongoing process that begins in the acute setting.

Day 3- third person 

During Day 3, Randall’s last day in the ICU, Nurse Jessica performed his assessment. His vital signs remained stable and WNL as follows: BP: 135/79 HR: 90 RR: 18 T: 98.9 O2: 97% on RA, and Pain 0/10. His NIHSS dramatically decreased to a 2. Randall began showing signs of improved neurological status; he was able to follow commands appropriately and was alert and oriented x 4. The strength  in his right arm and leg markedly improved. he was able to lift both his right arm and leg well and while he still reported feeling a little weakness and sensory loss, the drift in both extremities was absent.

Rehabilitation Therapies

Physical, speech, and occupational therapists continued to work with Randall. He was able to call for assistance and ambulate with a walker to the bathroom and back. He was able to clean his face with a washcloth, dress with minimal assistance, brush his teeth, and more. Randall continued to talk with slurred speech but he was able to enunciate with effort.

On day 4, Randall was transferred to the med-surg floor to continue progression. He continued to work with physical and occupational therapy and was able to perform most of his ADLs with little assistance. Randall could also ambulate 20 feet down the hall with the use of a walker.

Long-Term Rehabilitation and Ongoing Care

On day 5, Randall was discharged to a rehabilitation facility and continued to display daily improvement. The dysphagia that he previously was experiencing resolved and he was discharged home 1.5 weeks later. Luckily for Randall, his wife was there to witness his last known well time and she was able to notify first responders. They arrived quickly and he was able to receive t-PA in a timely manner. With the help of the interdisciplinary team consisting of nurses, therapists, doctors, and other personnel, Randall was put on the path to not only recover from the stroke but also to quickly regain function and quality of life very near to pre-stroke levels. It is now important that Randall continues to follow up with his primary doctor and his neurologist and that he adheres to his medication and physical therapy regimen.

Case Management

During Randall’s stay, Mary the case manager played a crucial role in Randall’s path to recovery. She determined that primary areas of concern included his history of medical noncompliance and unhealthy lifestyle. The case manager consulted with Dietary and requested that they provide Randall with education on a healthy diet regimen. She also provided him with smoking cessation information. Since Randall has been noncompliant with his medications, Mary determined that social services should consult with him to figure out what the reasons were behind his noncompliance. Social Services reported back to Mary that Randall stated that he didn’t really understand why he needed to take the medication. It was apparent that he had not been properly educated. Mary also needed to work with Randall’s insurance to ensure that he could go to the rehab facility as she knew this would greatly impact his ultimate outcome. Lastly, throughout his stay, the case manager provided Randall and his wife with resources on stroke educational materials. With the collaboration of nurses, education on the benefits of smoking cessation, medication adherence, lifestyle modifications, and stroke recognition was reiterated to the couple. After discharge, the case manager also checked up with Randall to make sure that he complied with his follow up appointments with the neurologist and physical and speech therapists,

• What risk factors contributed to Randall’s stroke?
• What types of contraindications could have prevented Randall from receiving t-PA?
• What factors attributed to Randall’s overall favorable outcome?

Nursing Case Studies by and for Student Nurses Copyright © by jaimehannans is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Natasha is a 32-year-old female African American patient arriving at the surgery oncology unit status post left breast mastectomy and lymph node excision. She arrives from the post-anesthesia unit (PACU) via hospital bed with her spouse, Angelica, at the bedside.  They explain that a self-exam revealed a lump, and, after mammography and biopsy, this surgery was the next step in cancer treatment, and they have an oncologist they trust. Natasha says, “I wonder how I will look later since I want reconstruction.”

What assessments and initial check-in activities should the nurse perform for this post-operative patient?

• Airway patency, respiratory rate (RR), peripheral oxygen saturation (SpO2), heart rate (HR), blood pressure (BP), mental status, temperature, and the presence of pain, nausea, or vomiting are assessed upon arrival. Medication allergies, social questioning (i.e. living situation, religious affiliation), as well as education preference are also vital. An admission assessment MUST include an examination of the post-op dressing and any drains in place. This should be documented accordingly.
• The hand-off should be thorough and may be standardized. Some institutions have implemented a formal checklist to provide a structure for the intrahospital transfer of surgical patients. Such instruments help to standardize processes thereby ensuring that clinicians have critical information when patient care is transferred to a new team. The nurse should also prepare to provide education based on surgeon AND oncologist guidance

What orders does the nurse expect to see in the chart?

• Post-op medications, dressing change and/or drain management, strict I&O, no BP/stick on the operative side (rationale is to help prevent lymphedema – Blood pressure (BP) measurement with a cuff on the ipsilateral arm has been posed as a risk factor for the development of LE after-breast cancer therapy for years, regardless of the amount of lymph node excision.)
• Parameters for calling the surgeon are also important. The nurse should also check for an oncology service consult.

After screening and assessing the patient, the nurse finds she is AAOx4 (awake, alert and oriented to date, place, person and situation). The PACU staff gave her ice due to dry mouth which she self-administers and tolerates well. She has a 20G IV in her right hand. She states her pain is 2 on a scale of 1-10 with 10 being the highest. Her wife asks when the patient can eat and about visiting hours. Natasha also asks about a bedside commode for urination and why she does not have a “pain medicine button”. Another call light goes off and the nurse’s clinical communicator (unit issued cell phone) rings.

The nurse heard in report about a Jackson-Pratt drain but there are no dressing change instructions, so she does not further assess the post-op dressing situation in order deal with everything going on at the moment. She then sits down to document this patient.

Medications ordered in electronic health record but not yet administered by PACU: Tramadol 50 mg q 6 hrs. Prn for mild to moderate pain. Oxycodone 5 mg PO q 4 hrs. Prn for moderate to severe pain (5-7 on 1-10 scale) Fentanyl 25 mcg IV q3hrs. Prn For breakthrough pain (no relieve from PO meds or greater than 8 on 1-10 scale) Lactated Ringers 125 mL/hr IV infusion, continuous x 2 liters Naloxone 0.4-2 mg IV/IM/SC; may repeat q2-3min PRN respiratory rate less than 6 bpm; not to exceed 10 mg

BP 110/70 SpO2 98% on Room Air HR 68bpm and regular Ht 157 cm RR 14 bpm Wt 53 kg Temp 36.°5C EBL 130mL CBC -WNL BMP Potassium – 5.4 mEq/L

What education should be conducted regarding post-op medications?

• New post-op pain guidelines rely less on patient-controlled analgesia (aka “pain medicine button”) than in previous years. Most facilities will have an approved standing protocol (i.e., “Multimodal analgesia and Opioid Prescribing recommendation” guideline) or standing orders. The patient must be instructed on how to rate pain using facility-approved tools (aka “pain scales”). She should also report any medication-related side effects and reinforce there is a reversal medication in case of an opioid overdose.

What are some medical and/or non-medical concerns the nurse may have at this point? If there are any, should they be brought up to the surgeon?

• The nurse may request an anti-emetic such as ondansetron 4 mg IV q 6 hrs prn nausea vomiting (N&V) since it is not uncommon post-op for the patient to have N&V. The rate of LR is a little high for such a small patient and could cause electrolyte imbalances. The nurse may also inquire about the oncologist being on the case and ask if the surgeon has discussed reconstruction with the patient yet. She may also want to ask about dressing change orders.

Natasha sleeps through the night with no complaints of pain. Lab comes to draw the ordered labs and the CNA takes vital signs. See below.

CBC HGB 7.2 g/dl HCT 21.6%

BMP Sodium 130 mEq/L Potassium 6.0 mEq/L BUN 5 mg/dL

BP 84/46 SpO2 91% on Room Air HR 109 RR 22 bpm

What should the nurse do FIRST? Is the nurse concerned about the AM labs? AM vital signs? Why or why not?

• Check the dressing and drain for bleeding (assess the patient). The patient should also sit up and allow staff to check the bed for signs of bleeding. Reinforce the dressing as needed. Record output from the drain (or review documentation of all the night’s drain output). Labs and vital signs indicate she may be losing blood.

Check the dressing and drain for BLEEDING (assess the patient). The patient should also sit up and allow staff to check the bed for signs of bleeding. Reinforce the dressing as needed. Record output from the drain (or review documentation of all the night’s drain output). Labs and vital signs indicate she may be losing blood.

What orders does the nurse anticipate from the surgeon?

• The nurse should expect an order to transfuse blood for this patient. Also, dressing reinforcement or change instructions are needed in the case of saturation)

How should the nurse address Natasha’s declaration? What alerts the nurse to a possible complication?

• First, the complication is that “Kingdom Hall” is the site of worship for Jehovah’s Witnesses. They do not accept ANY blood product, not even in emergencies. It is vital the nurse determines the patient’s affiliation and religious exceptions for medical care before moving forward. Next, employ therapeutic communication to elicit more details about Natasha’s concerns. Say things like, “tell me why you think you’re not attractive?” She may discuss reconstruction options or ask the patient to write down specific questions about this option to ask the provider later. Ask about getting family in to provide support. Seek information to give the patient about support groups and other resources available (as appropriate, ie. prosthetics, special undergarments/accessories, etc)

The surgeon orders 1 unit packed red blood cells to be infused. The nurse then goes to the patient to ask about religious affiliation and to discuss the doctor’s order. After verifying that Natasha is not a practicing Jehovah’s Witness, the nurse proceeds to prepare the transfusion.

What is required to administer blood or blood products?

• First, the patient’s CONSENT is required to give blood products. The nurse must also prepare to stay with the patient for at least the first 15 minutes of the transfusion taking a baseline set of V/S prior to infusion. Then, V/S per protocol (frequent). Education is also required. The patient should report feeling flushed, back or flank pain, shortness of breath, chest pain, chills, itching, hives. Normal saline ONLY for infusion setup and flushing: size IV 20g or higher. Always defer infusion time limits to “per policy” because this can differ vastly

How should the nurse respond to this question?

• Planning for post-op cancer treatment should have begun prior to the surgery. Ask the patient if she has discussed plans with her oncologist. Refer to any specialist documentation to see if this is mentioned. Remind the patient of the specialist’s assessment and planning information. Reinforce that testing of the tissue may change the course of treatment as well. Provide education AS PER THE PATIENT’S STATED PREFERENCE and/or resources based on what the plan includes (ie. chemotherapy, radiation, further surgery. Continually assess and reassess patient understanding. Include family and/or support with the patient’s approval.

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View the full transcript, nursing case studies.

This nursing case study course is designed to help nursing students build critical thinking.  Each case study was written by experienced nurses with first hand knowledge of the “real-world” disease process.  To help you increase your nursing clinical judgement (critical thinking), each unfolding nursing case study includes answers laid out by Blooms Taxonomy  to help you see that you are progressing to clinical analysis.We encourage you to read the case study and really through the “critical thinking checks” as this is where the real learning occurs.  If you get tripped up by a specific question, no worries, just dig into an associated lesson on the topic and reinforce your understanding.  In the end, that is what nursing case studies are all about – growing in your clinical judgement.

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• What is a case study?
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• Roberta Heale 1 ,
• Alison Twycross 2
• 1 School of Nursing , Laurentian University , Sudbury , Ontario , Canada
• 2 School of Health and Social Care , London South Bank University , London , UK
• Correspondence to Dr Roberta Heale, School of Nursing, Laurentian University, Sudbury, ON P3E2C6, Canada; rheale{at}laurentian.ca

https://doi.org/10.1136/eb-2017-102845

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What is it?

Case study is a research methodology, typically seen in social and life sciences. There is no one definition of case study research. 1 However, very simply… ‘a case study can be defined as an intensive study about a person, a group of people or a unit, which is aimed to generalize over several units’. 1 A case study has also been described as an intensive, systematic investigation of a single individual, group, community or some other unit in which the researcher examines in-depth data relating to several variables. 2

Often there are several similar cases to consider such as educational or social service programmes that are delivered from a number of locations. Although similar, they are complex and have unique features. In these circumstances, the evaluation of several, similar cases will provide a better answer to a research question than if only one case is examined, hence the multiple-case study. Stake asserts that the cases are grouped and viewed as one entity, called the quintain . 6  ‘We study what is similar and different about the cases to understand the quintain better’. 6

The steps when using case study methodology are the same as for other types of research. 6 The first step is defining the single case or identifying a group of similar cases that can then be incorporated into a multiple-case study. A search to determine what is known about the case(s) is typically conducted. This may include a review of the literature, grey literature, media, reports and more, which serves to establish a basic understanding of the cases and informs the development of research questions. Data in case studies are often, but not exclusively, qualitative in nature. In multiple-case studies, analysis within cases and across cases is conducted. Themes arise from the analyses and assertions about the cases as a whole, or the quintain, emerge. 6

Benefits and limitations of case studies

If a researcher wants to study a specific phenomenon arising from a particular entity, then a single-case study is warranted and will allow for a in-depth understanding of the single phenomenon and, as discussed above, would involve collecting several different types of data. This is illustrated in example 1 below.

Using a multiple-case research study allows for a more in-depth understanding of the cases as a unit, through comparison of similarities and differences of the individual cases embedded within the quintain. Evidence arising from multiple-case studies is often stronger and more reliable than from single-case research. Multiple-case studies allow for more comprehensive exploration of research questions and theory development. 6

Despite the advantages of case studies, there are limitations. The sheer volume of data is difficult to organise and data analysis and integration strategies need to be carefully thought through. There is also sometimes a temptation to veer away from the research focus. 2 Reporting of findings from multiple-case research studies is also challenging at times, 1 particularly in relation to the word limits for some journal papers.

Examples of case studies

Example 1: nurses’ paediatric pain management practices.

One of the authors of this paper (AT) has used a case study approach to explore nurses’ paediatric pain management practices. This involved collecting several datasets:

Observational data to gain a picture about actual pain management practices.

Questionnaire data about nurses’ knowledge about paediatric pain management practices and how well they felt they managed pain in children.

Questionnaire data about how critical nurses perceived pain management tasks to be.

These datasets were analysed separately and then compared 7–9 and demonstrated that nurses’ level of theoretical did not impact on the quality of their pain management practices. 7 Nor did individual nurse’s perceptions of how critical a task was effect the likelihood of them carrying out this task in practice. 8 There was also a difference in self-reported and observed practices 9 ; actual (observed) practices did not confirm to best practice guidelines, whereas self-reported practices tended to.

Example 2: quality of care for complex patients at Nurse Practitioner-Led Clinics (NPLCs)

The other author of this paper (RH) has conducted a multiple-case study to determine the quality of care for patients with complex clinical presentations in NPLCs in Ontario, Canada. 10 Five NPLCs served as individual cases that, together, represented the quatrain. Three types of data were collected including:

Review of documentation related to the NPLC model (media, annual reports, research articles, grey literature and regulatory legislation).

Interviews with nurse practitioners (NPs) practising at the five NPLCs to determine their perceptions of the impact of the NPLC model on the quality of care provided to patients with multimorbidity.

Chart audits conducted at the five NPLCs to determine the extent to which evidence-based guidelines were followed for patients with diabetes and at least one other chronic condition.

The three sources of data collected from the five NPLCs were analysed and themes arose related to the quality of care for complex patients at NPLCs. The multiple-case study confirmed that nurse practitioners are the primary care providers at the NPLCs, and this positively impacts the quality of care for patients with multimorbidity. Healthcare policy, such as lack of an increase in salary for NPs for 10 years, has resulted in issues in recruitment and retention of NPs at NPLCs. This, along with insufficient resources in the communities where NPLCs are located and high patient vulnerability at NPLCs, have a negative impact on the quality of care. 10

These examples illustrate how collecting data about a single case or multiple cases helps us to better understand the phenomenon in question. Case study methodology serves to provide a framework for evaluation and analysis of complex issues. It shines a light on the holistic nature of nursing practice and offers a perspective that informs improved patient care.

• Gustafsson J
• Calanzaro M
• Sandelowski M

Competing interests None declared.

Provenance and peer review Commissioned; internally peer reviewed.

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A mixed methods study using case studies prepared by nursing students as a clinical practice evaluation tool

Ana maría palmar‐santos.

1 Nursing Department, Faculty of Medicine, Autonomous University of Madrid, Madrid Spain

2 Member of the Nursing and Health Care Research Group of the Health Research Institute “Puerta de Hierro‐Segovia de Arana” (IDIPHISA), Majadahonda Spain

Cristina Oter‐Quintana

Ricardo olmos.

3 Social Psychology and Methodology Department, Faculty of Psychology, Autonomous University of Madrid, Madrid Spain

Azucena Pedraz‐Marcos

4 Health Care Research Unit, Institute of Health Carlos III; Nursing Department, Faculty of Medicine, Autonomous University of Madrid, Spain

Juana Robledo‐Martin

5 Member of the Gregorio Marañon Health Research Institute, IiSGM, Madrid Spain

Associated Data

Data available on request from the authors: The data that support the findings of this study are available from the corresponding author upon reasonable request.

To identify the presence of variability in the evaluation of case studies prepared by nursing students during their primary care rotations based on the existing evaluation rubric. To explore the difficulties experienced by link lecturers and students in preparing and evaluating case studies.

A mixed methods study.

The scores for the rubric items and the final grades for the case studies were collected from a sample of 132 cases. Qualitative information was collected by conducting open‐ended interviews with lecturers and a focus group session with students.

Statistically significant differences were identified between the lecturers' mean final grades [ F (5.136) = 3.984, p  = 0.002] and a variety of items in the evaluation rubric ( p  < 0.05). In addition, effect sizes [ η 2 (≈0.14)] of considerable magnitude were found.

Two themes emerged from the qualitative data: (1). the challenge of preparing the case studies and (2). the variable nature of the evaluations.

1. INTRODUCTION

Clinical training of nursing students is an essential part of the nursing degree curriculum. In the European context, this training is determined by a European Union directive and accounts for ‘at least one half of the minimum duration of the training’. The same directive states that ‘this training shall take place in hospitals and other health institutions and the community, under the responsibility of nursing teachers, in cooperation with and assisted by other qualified nurses’ (Directive 2005/36/EC of the European Parliament,  2005 ). Evaluating skills in a real‐life environment with a multitude of different professionals accompanying the students' learning process poses a challenge for institutions training future nursing professionals (Almalkawi et al.,  2018 ; Pramila‐Savukoski et al.,  2020 ).

Evaluating the acquisition of clinical practice skills is an ongoing task for clinical mentors that poses a constant challenge (Tuomikoski et al.,  2020 ). Although clinical mentors have improved the evaluation procedures and rubrics at their disposal (Stanley et al.,  2020 ), they continue to call for greater communication with universities (Bos et al.,  2015 ). At most institutions, this continuous evaluation process is supplemented by reflective evaluation in an attempt to measure not only performance but also the thought processes leading to that performance, that is, critical thinking and decision‐making. Various methods and tools have been used for this purpose, including portfolios (Buckley et al.,  2009 ), reflective journals (Hwang et al.,  2018 ), case scenarios and 360‐degree evaluations (González‐Gil et al., 2020 ) and performance checklist and assessment tests, like in the Objective Structured Clinical Examination (OSCE) (Sabzi et al.,  2018 ). These methods have all proven effective in evaluating nursing students' clinical practice and are considered not only evaluation tools but also learning tools (Driessen,  2017 ).

2. BACKGROUND

Case studies have been widely used in nursing theory training because they help students to build on the basic knowledge taught and to collect information and analyse it to make diagnoses and support interventions (O'Rourke & Zerwic,  2016 ). In addition, there is considerable research on the use of case studies in simulation settings, which are practical environments where students gain confidence before moving on to clinical practice (Wong & Kowitlawakul,  2020 ). Case studies have been included in OSCEs as part of the final evaluation of skills acquired through clinical practice (Kelly et al.,  2016 ) and as tools for learning critical thinking and decision‐making skills in healthcare institutions (Englund,  2020 ). At our university, the students study the nursing process and the standardised nursing languages (North American Nursing Diagnosis Classification (NANDA), Nursing Outcomes Classification (NOC) and Nursing Interventions Classification (NIC)) in the first year. In the second and third years, the students are asked to prepare a clinical case consisting in designing a care plan for a person or a family in their clinical practice unit. The students must develop the different phases of the nursing process: assessment, diagnosis, planning, implementation and evaluation of their care plan. They must use the standardised nursing languages too. To guide this process, the student is supervised by a link lecturer, who can be an academic lecturer (full lecturer) or a clinical lecturer (assistant lecturer), who combines their teaching work at the university with clinical activity. The grade obtained in the clinical case is part of the overall evaluation of the clinical practice module, which also includes other components such as being assessed by the clinical nurse responsible for mentoring them at the clinical placement and a self‐evaluation component. This kind of summative assessment with several tools used in direct patient care and simulated practice, which are marked using a multi‐level observational rubric, supplemented by self‐evaluation of clinical performance, is in line with the findings of Clemett and Raleigh ( 2021 ) in their systematic review.

Despite the wide use and positive outcomes gained from cases studies, students still feel that the evaluation of their clinical practice varies depending on the clinical nurse mentor, who decides what is relevant in ‘the real world’ and the link lecturer, who, despite being relatively invisible to students during their clinical practice, has a major influence on their final grade (Foster et al.,  2015 ; Helminen et al.,  2016 ).

3. THE STUDY

The aim of this study is twofold. On the one hand, to identify the presence of variability in the evaluation of case studies prepared by nursing students during their primary care rotations based on a module's existing evaluation rubric. On the other hand, to explore the difficulties experienced by link lecturers and students in preparing and evaluating case studies.

4.1. Design

A mixed methods design was used, analysing the scores given to the case studies during the evaluation and qualitative information on link lecturers' and students' assessments of the evaluation process.

4.2. Population and sample

The study was carried out during the 7‐week rotation of third‐year students on primary care clinical placements during the 2018–2019 academic year. The study population included 132 students, who prepared a case study during their rotation in primary care, and 6 link lecturers, who assessed their case studies. Each case study was evaluated by the link lecturer responsible for monitoring that student during the clinical practices in that period. During the 2018–2019 academic year, evaluation of the primary care case studies was undertaken by six link lecturers.

4.3. Data collection

Data were collected in the following ways: the scores awarded to the 132 case studies by the various link lecturers, a focus group session with the participating students and in‐depth interviews with the lecturers involved in their evaluation.

Data were collected on the following variables: the link lecturer responsible for evaluating each student, the final grade for each student's case and the grades awarded to each of the items in the evaluation rubric. This rubric (see Annex  1 ) is the tool usually used by link lecturers to correct clinical cases. This evaluation tool was developed by a group of nursing professors with extensive experience in the preparation of clinical cases but has not been subjected to a formal validation process.

Four of the six link lecturers were interviewed since two of the link lecturers had participated in the development of the research project and their participation in the interviews was not considered appropriate. Of the four link lecturers interviewed: one was an academic lecturer (full lecturer) and three were clinical lecturers (who combine clinical care with teaching). An interview script covering the following topics was used: experience in evaluating case studies; the influence of the aspects they value most and least on the grades they award; difficulties in using the rubric and recommendations for improvement (see Annex  2 ). The interviews lasted between 40 and 60 min and took place in a space chosen by each participant. They were audio‐recorded and then transcribed for analysis.

Students with the highest and lowest grades in the case study were invited to participate in a focus group session. To ensure the heterogeneity of the group, students evaluated by different link lecturers were represented. For the focus group session, a thematic script was created, addressing aspects relating to the preparation of students' case studies during their clinical placements and recommendations for improvement (see Annex  3 ). Five students participated in the focus group, which was led by a moderator accompanied by an observer who took notes during the development of the session. All students actively participated in the discussion. The focus group session lasted 90 min and was audio‐recorded and transcribed for subsequent analysis, after obtaining informed consent from all participants.

4.4. Data analysis

The data from the case study evaluation were statistically analysed to assess any differences between link lecturers in the final grade they awarded to each case study and the grades they awarded to each of the items in the evaluation rubric. To analyse the data, a between‐subjects one‐factor ANOVA model was used (one lecturer representing one factor) using the total score given by the lecturer (the sum of all the rubric items) and each rubric item separately as the dependent variable. This was used to assess whether the average scores differed. Pairwise comparisons of lecturers were performed to establish whether lecturers differed in the average scores awarded using Tukey's method (controlling for the type I error rate). The statistical significance threshold for all analyses was set at 0.05. In addition, the assumptions of normality and homoscedasticity were fulfilled for the dependent variables. Normality was assessed using the Kolmogorov–Smirnov test. The assumption of homoscedasticity was assessed using Levene's test. When the assumption of the equality of variances was not met, Welch's corrected F ‐statistic was used. The non‐parametric Kruskal–Wallis test was also used to analyse whether the results were sensitive to the statistical model. The data were analysed using SPSS (version 25) software from IBM.

The qualitative data from the interviews and focus group sessions were analysed thematically using Braun and Clarke method ( 2006 ). All authors read and underlined the interview and focus group transcripts to familiarise themselves with the data and to identify the first emerging codes. At a series of analytical meetings, the authors identified potential themes by clustering the codes and created a relationship map to refine and link the themes found. This refinement of the themes led to the final report, which included quotes from participants and analytical notes on each theme.

4.5. Ethical considerations

This study is part of a teaching innovation project entitled ‘Strategies for harmonising clinical practice evaluation standards’, approved by the Autonomous University of Madrid Teaching Innovation Ethical Committee, involving internal and external evaluators, with reference number M_015.18_INN.

All individuals involved in the study participated voluntarily, were informed about the study objectives and signed an informed consent form. Students were assured that their participation would have no impact on their grades. To this end, double anonymisation was carried out at the time of recruitment and during transcription.

A total of 132 case study evaluations were collected from 6 lecturers, with the number of cases evaluated by each lecturer ranging between 18 and 26 (see Table  1 ).

Means, standard deviations and number of students ( N ) per lecturer based on final grades and rubric items.

Table  2 shows the results comparing the means of the six lecturers. The results of the parametric ANOVA model and the non‐parametric Kruskal–Wallis model are also provided, with a sensitivity analysis performed in consideration of the fact that the assumptions required by the ANOVA are not always met. The results suggest that the two statistical models are robust and consistent with one another. In virtually all items of the rubric (in addition to the final grade), there are statistically significant differences in the mean grades awarded between the lecturers. The items in which significant differences were identified between the lecturers using both statistical models were information analysis, planning, follow‐up of the individual's progress and written communication. In the final assessment and literature review, differences were detected only in the non‐parametric test. Furthermore, in the final grade, the effect size measure, η 2 , exhibited a considerable magnitude according to Cohen's criteria ( 1988 , ps. 280–287), where 0.01, 0.07 and 0.14 are set as criteria for weak, moderate and strong effect sizes respectively. Table  2 shows that in four of the eight items evaluated, the effect size was high.

Significance of ANOVA tests based on final grades and rubric items.

Note: Bold values indicate the statistical significance of p < 0.05.

Pairwise comparisons between all lecturers were also assessed and one lecturer was found to differ significantly from two other lecturers ( p  < 0.05). Lecturer 6, in particular, awarded significantly higher averages than lecturers 1 and 4 (see Table  1 ). Finally, the six lecturers were grouped into two categories according to their job category (academic lecturer or clinical lecturer) in order to analyse whether academic and clinical lecturers used the rubric differently. The T ‐test for independent samples was used to compare the averages. The results showed no significant differences in any of the items analysed or in the total, except for written communication. In this item, the group of academic lecturers ( M  = 0.38, SD = 0.12) awarded significantly lower average scores than the group of clinical lecturers ( M  = 0.47, SD = 0.06): T (93) = 5.281, p  < 0.001.

Regarding the qualitative phase of the study, the thematic analysis of the discourses from the interviews with the link lecturers and the focus group with the students generated two core categories:

• The challenge of preparing the case study
• The variable nature of the evaluations

5.1. The challenge of preparing the case study

The link lecturers participating in the study viewed case studies as an opportunity to integrate theory and practice. However, they highlighted students' difficulties in incorporating theory into the case they are working on. They also pointed out that students tended to focus their attention on the physical problems of the people they care for. They stressed that a reductionist, superficial nursing assessment will not lead to a deep understanding of the social and emotional problems of the individual under their care.

The link lecturers participating in the study explained that the limitations of the case study were due, on the one hand, to the incorporation of the nursing process into the computer system, which simplifies the approach of a comprehensive vision of said process, and on the other hand, to the internalisation of care models that fail to take a holistic view of the individual by nursing students during their placements.

So, I think that this may be influencing a lot […] that they are influenced a lot by the computer systems, which, in some way, shape how you think, or your own mentalization. But, sometimes, what I am seeing is that there are students who do not go further. (E1)

(They are preparing) a case with a mentor, who almost always has a hospital background, who is not teaching them a holistic approach to patients. (E4)

During the focus group, the students stated that the clinical nurse mentors helped them in choosing a patient and support them in preparing their case. However, they pointed out that sometimes the clinical nurse mentors failed to fully understand the work they must carry out, even questioning the practicality of this type of exercise for their future professional practice.

I've even heard that. They [clinical nurse mentors] say “but this is a waste of time, you're never going to do this…” If the person who is above you, so to speak, comes to you and says: “don't do that, it's nonsense” or “it's no use”, they're not exactly going to be of much help. (FG)

In the focus group, the students identified the lack of precise, uniform instructions from all link lecturers as to the structure and basic contents of the case study as one of the main difficulties involved in the process. This prompts them to prioritise the creation of their own case study, ‘the model case study’, for which they resort to the following: 1. reviewing learning materials from previous modules in their academic training; 2. using available bibliographic resources; and 3. compiling case studies carried out by colleagues or by themselves that have already been corrected. The students expressed that they felt that some of the instructions provided by link lecturers were contradictory and wondered whether those instructions reflect personal inclinations rather than academic criteria.

The link lecturers who participated in the study also pointed to the lack of a precise, standardised structure and content as particularly problematic when it came to helping them guide the student in the development of the clinical case. They considered that the fact that the students could receive different indications from each link lecturer contributed to generating confusion among them.

Yes, I see the fact that you can have a tutor every year as an inconvenience, […]each tutor asks you really one thing. Maybe it's not worth it, even if it's well done, it's not worth it, because they wants… "No, I don't want this, I want you to develop this pattern more for me", "I don't like this, remove it" , and then, suddenly, the following year, or in the following practice, you get another one, and it's the other way around, they likes what you had done at the beginning better. (FG)

I really don't think the problem is that students aren't trying hard enough, it's that they're quite disoriented. We're giving them different instructions if you like. (E2)

During the focus group, the students complained that case studies were expected to meet certain requirements without considering the reality in which they carry out their clinical placements, such as requiring the case study to be carried out in a home environment or demanding that the care plan designed to be put into practice. This last point is also noted by the interviewed link lecturers.

The students and link lecturers mentioned that they sometimes resorted to ‘embellishing’ the real case study with fictitious content as a way of fulfilling the requirements, or to taking more simplistic approaches enabling them to obtain results in the short term.

I understand that the student may have difficulty understanding that we propose a care plan, and an evaluation, above all […], but the evaluation is very difficult, an evaluation in three weeks [the duration of the internship], in primary care. It is that sometimes not even in three weeks is a wound managed, nor is a therapeutic eating plan managed, nor is a grieving coping plan managed, nor do you manage… it is that practically very little. (E4)

But to comply with all the requirements, I think that I personally, in some cases, and I think other people too, end up having to make something up in the end. And just for that, for a good grade, when in reality it's not entirely true. (FG)

5.2. The variable nature of the evaluations

Despite the evaluation rubric, the students participating in the focus group perceived differences in the demands made by different link lecturers. They believed that there was variability in the grading of the cases that was intrinsic to the lecturers themselves and did not reflect the quality of their work. Students felt evaluation discrepancies as ‘unfair’, indicating the need to establish common, precise standards in line with the level of skills to be acquired.

Really, I've had classmates whose cases would have been graded a 9 (by the mentors that I've had), but if I'd handed over my case to their mentor, my case would've got a 5 instead of an 8. That's unacceptable. (FG)

Link lecturers participating in the study viewed the rubric as an instrument that could sometimes ‘constrict’ the evaluation process by requiring a separate grade for each item, overlooking the fact that the final grade was based on the overall quality of the student's work rather than on the sum of the individual parts of the rubric.

The rubric (…) was a bit constricting, I mean, it didn't allow me (…) to be consistent with my impressions after evaluating the student and after adjusting the items to the main dimensions of the rubric. (E2)

The link lecturers reported that the tool displays a central tendency in grades, causing difficulties in the evaluation of the case studies when it comes to minimum and maximum grades. They also believed that there were items in the rubric that needed to be changed and that, in order to reduce variability, certain adjectives should be more specific, for example, ‘complete’, ‘consistent’ and ‘appropriate’. They argued that the fact that not all link lecturers were experts in nursing methodology, and evaluation strategies resulted in the rubric not being used properly or in each link lecturer using it ‘in their own way’ in the evaluation process.

Each of us evaluators evaluate in a different way, from a different perspective. I think we try to do it in the same way, but we end up doing it in a different way. We all have different professional experience, or different academic experience (…). Each one of us might add a different nuance to it. (E3)

Link lecturers also mentioned that students failed to take on board their recommendations for improvement, partly due to discrepancies as to what was considered relevant in each case study.

6. DISCUSSION

The results of our study suggest that, despite the availability of a rubric for evaluating case studies, there are statistically significant differences in the mean grades given by the sample of lecturers. This echoes the findings of previous studies suggesting that, although the availability of rubrics reduces between‐lecturer variability, rubrics fail to eliminate all differences attributable to lecturer idiosyncrasies (Bearman & Ajjawi,  2021 ).

The benefits of using rubrics include the possibility of directing students' efforts towards core aspects of learning. When teachers' expectations are made explicit to students, they are more likely to be met (Panadero & Jonsson,  2013 ). No mention was made of the utility of the rubric as a ‘guide’ for the learning process by the participating students. Rubrics have been justified in academia as a way of ensuring transparency in evaluation. However, without student participation in their development and use, they provide little support for student learning and evaluation (Bearman & Ajjawi,  2021 ; Kilgour et al.,  2020 ).

Case studies have been incorporated into nursing degrees as a tool for learning to apply critical reasoning to nursing diagnoses, outcomes and interventions. Most of the experiences reported refer to the use of case studies designed by teachers and incorporated into clinical practice by students (Popil,  2011 ) or in comparison with other methods, such as simulated patients (Karadag et al.,  2016 ). Several studies analysing the development of care plans by students based on real patients highlight the importance of nursing taxonomies (NANDA, NIC and NOC) in incorporating evaluation criteria into the case study objectives and improving nursing interventions of a less technical nature (Palese et al.,  2009 ). However, as in our study, students report that nurses working at the healthcare facilities where they are carrying out their clinical placements make marginal use of the nursing methodology. Link lecturers also highlight the biological approach occasionally permeating case studies. Echoing these findings, Türk et al. ( 2013 ) explain the significant presence of physiological diagnoses in care plans made by students based on Benner's Novice to Expert Model. To these authors, the fact that ‘novices’ tend to identify problems of a biological nature results from their limited capacity to understand the situation of the individual being cared for as a whole, to apply critical thinking and to take a holistic approach. It is expected that novices will develop these skills with experience as they become experts. At the same time, identification of psychosocial problems requires a level of communication skill that is not available to students in the early stages of their training.

In our study, students and link lecturers both said that the case study script lacked clarity and specificity. In this sense, students and mentors said that having a follow‐up structure, with specific tasks relating to the preparation of the case study, could be a viable avenue for improvement. This is consistent with a study by Brugnolli et al. ( 2011 ), where students reported that gradual, experiential and guided learning was the most appropriate mentoring tool for their learning process. Palese et al. ( 2008 ) found that students who had received more intensive mentoring in the development of critical thinking skills made fewer errors in the initial formulation of hypotheses in case studies.

Furthermore, in a review by Flott and Linden ( 2016 ), the interaction between mentors and students in clinical practice learning, along with the physical space where learning takes place and the organisational culture, were considered essential components of the clinical learning environment (CLE). Student ‘exposure’ to clinical practice conditions echoes existing findings in the literature regarding the gap between theory and practice. Solutions include greater involvement of link lecturers in the acquisition of clinical skills and experimentation with the realities of practice, as well as a greater presence of clinical mentors in theory training, allowing them to build more meaningful bonds with students (Masterson et al.,  2020 ). This is especially relevant in primary care, where the gap between the hospital setting and the academic environment has been highlighted by various authors (Peters et al.,  2015 ; Valaitis et al.,  2020 ).

Finally, in our study, students and link lecturers feel that they are expected to produce work in accordance with requirements that are far removed from the reality of care. The theory taught at educational institutions aims to provide general practice guidelines that may be meaningless when they materialise in the dynamic, changing world of clinical care, causing feelings of frustration and futility (Salifu et al.,  2019 ).

6.1. Limitations

This study has some limitations. First, for the exploration of the difficulties expressed by the students, only one focus group was conducted with nursing students. This affects the possibility that different student profiles could be represented within the group. Nevertheless, an attempt was made to ensure a certain heterogeneity of the attendees in terms of experiential characteristics considered relevant to the phenomenon under study, such as grades obtained in the clinical case and specific primary health centre of clinical practice. Another limitation of the study is the number of cases evaluated by each teacher, which made it necessary to use non‐parametric tests. It should also be noted that the participants were recruited from a single university institution. This limits transferability to other academic contexts. On the other hand, it should be noted that the rubric used in the elaboration of the clinical cases was developed by a group of expert teachers in this teaching methodology, and has not been subjected to a formal validation process. This prevents knowing the reliability and validity of the instrument to evaluate the clinical cases prepared by the student.

7. CONCLUSION

The use of case studies based on real individuals cared for by students during their practical training as an evaluation tool poses several challenges. Students and link lecturers point out the complexity of the process of preparing a case study and consider that having uniform, clear criteria in line with the reality of clinical settings is essential to facilitate this task. The use of case studies as an evaluation tool requires the availability of rubrics that concisely reflect lecturers' expectations as to the work to be carried out, which can be used by students as a roadmap in preparing their case study.

CONFLICT OF INTEREST STATEMENT

Acknowledgements.

This study is part of a teaching innovation project entitled ‘Strategies for harmonising clinical practice evaluation standards’, approved by the Autonomous University of Madrid Teaching Innovation Ethical Committee, involving internal and external evaluators, with reference number M_015.18_INN. We would like to thank the students and link lecturers for their collaboration in the study.

Rubric for evaluating case studies.

Interview guide for link lecturers.

Focus group guide.

Palmar‐Santos, A. M. , Oter‐Quintana, C. , Olmos, R. , Pedraz‐Marcos, A. , & Robledo‐Martin, J. (2023). A mixed methods study using case studies prepared by nursing students as a clinical practice evaluation tool . Nursing Open , 10 , 6592–6601. 10.1002/nop2.1919 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]

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