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Using Case Studies
To Enhance Learning
Cases are stories - real or simulated - that illustrate important
features of a field of study. A case study may involve a case
history (the description of the symptoms and the progression of
a medical disorder) but it doesn't have to. It is essential is
that the case study addresses a real-world concern (i.e., a question,
situation or problem) by using the knowledge that you have gained.
The case study requires student participation. Pertinent data
is presented orally or in writing. The data is analyzed, the problem
is evaluated and decisions are made based upon principles, which
you have learned and a solution is recommended. Data should be
objective and free of value statements.
When Should
I Use Case Studies? 
Case studies are used when you already have some facts and knowledge
because they allow you to apply knowledge to real life situations.
Case studies are particularly useful with information involving
clinical issues.
As a teaching strategy, case studies allows the facilitator to:
1. Assess the participants knowledge base
2. Determine gaps in knowledge
3. Assess participants thinking and problem solving processes
4. Clarify abstract concepts by making them 'real'
5. Guide the participants in their problem solving abilities
How Do I Use
Case Studies?
When using case studies, the participants become detectives and
the facilitator plants clues. The following steps will help the
participants to solve the mystery:
1. Gather data in an organized manner
2. Participate actively by identifying pertinent findings
3. Prioritize data based on critical elements
4. Analyze date for purpose of interventions
5. Construct a rational plan
6. Evaluate the activity based on the effectiveness of
the interventions
Examples
of Case Studies
Example One: A Painful Winter Break
Suntans and Sunburns: A Case Study in the Integumentary System
On the first day after arriving in Australia for Christmas vacation,
a Niagara student plays out in the sun for six hours. Later that
night he notices that the skin on his trunk, legs and arms become
red, swollen and extremely painful. By morning all of the afflicted
areas have developed numerous blisters. These areas cover about
30% of the trunk (front and back) and 40% of the arms and legs.
1. What organ has been damaged?
2. What general types of tissue have been afflicted?
3. What type of burn has the student received? Explain.
4. What type of radiation has caused the burn?
5. List ALL the layers of the skin that have been damaged?
6. List ALL layers that have been killed?
7. What tissue repair process causes the blistering?
8. Why is this type of burn so painful?
A burn is considered critical and should receive prompt medical
attention if:
· 25% of the body is covered by 2nd degree burns, or
· 10% of the body is covered by 3rd degree burns
9. What percentage of the total body surface has been burned?
Show your calculations.
10. Is the burn critical? Should the student seek medical
attention?
11. List all of the body functions that may be disrupted
by such a burn.
Recovery
After a few days the skin peels and the burned areas begin
to heal. The student notices that the healing areas are more susceptible
to injuries due to chafing or trauma.
12. What has happened to the skin that would cause
this increased susceptibility?
During the next week after the student returns to the States,
his friend tells him that a sunburn prepares his skin for a deep
tan. His friend encourages him to quickly begin tanning sessions
at a local tanning salon before the effects of the burn wear off.
13. What would you advise him to do? Why?
14. Is a deep tan a sign of skin that is healthy or severely
stressed? Explain your answer.
Example 2: Asthma
Franklin Penny, a 42 year old male R.N. is admitted to the Intermediate
Care Floor for exacerbation of asthma that is unresponsive to
treatment. Admission weight 43 kg. Last VS. were 150/88, 126,
32, 102.2F. You have completed a thorough assessment and document
the following. Franking is slight confused (Glass, Coma Scale
=14) and very anxious. His temperature is 102.2F, but his skin
is cool and clammy. He is tachycardic, dyspneic and has a slight
productive, weak cough. Wheezing is noted throughout all ling
fields and his anterior-posterior diameter is exaggerated. Bowel
sounds are hypoactive and he denies the urge to void.
After completing your assessment, based on the nursing diagnoses
you have identified, which nursing interventions would you implement
based on need for highest treatment priority. Discuss other diagnostic
measures the nurse could use to evaluate Franklin's overall condition.
Discuss types of environmental factors, which could contribute
to recurrent asthmatic attacks and the long term complications
and prognosis for the asthma client. What physiological mechanisms
are triggered with the onset and progression an asthmatic attack.
Resources
1. Additional Anatomy and Physiology Case Studies can be found
here.
2. You can also find case studies at here,
however, these are more medical.
3. Many nursing journal provide case studies
4. Some of the best case studies come from your own experiences
show so share these with your colleagues.
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