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Developing a service user facilitated, interactive case study - A reflective and evaluative account of a teaching method

Ward, Lisa J. and Padgett, Kath (2012) Developing a service user facilitated, interactive case study - A reflective and evaluative account of a teaching method. Nurse Education Today, 32 (2). pp. 156-160. ISSN 0260-6917

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Abstract

This article describes the development and ongoing evaluation of a method of service user facilitated case study in health and social care education in a UK University. An action research approach (Norton 2009) has been used in which the aim of the work is to improve personal practice with the aim of enhancing the student experience. The paper is written from the perspective of the service user with support from an academic colleague.
The paper describes how a narrative monologue, over time is developed into an interactive case study. In draws upon literature from service suer involvement, case study and pedagogic action research. The research group are health and social care students both under and post-graduates. Analysis is via a session evaluation form. Thematic analysis draws out key themes. Firstly that first person accounts have a reasonance and interest with students. Secondly that the built in thinking time helps students to develop their reflection and critical thinking skills. Finally a theme emerges on how the technique supports students with their future careers.
Finally the author reflects on how the approach enables the development of teaching practice and enhanced student learning.

Item Type: Article
Uncontrolled Keywords: Service user Case study evaluation action research career preparation
Subjects: H Social Sciences > H Social Sciences (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
R Medicine > RT Nursing
Schools: School of Human and Health Sciences
Teaching and Learning Institute
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Depositing User: Lisa Ward
Date Deposited: 02 Nov 2011 10:00
Last Modified: 30 Jan 2012 16:28
URI: http://eprints.hud.ac.uk/id/eprint/11835

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