Nur r r Educof ion Tcdq zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA (1990) 10,415-4 19 0 Longman Group UK Ltd 1990 0260 6Y I7/YO/OO10-04 I5/$10.00 zyxwvutsrq The case study approach of teaching decision- making to post-diploma nurses Hendrika J Maltby and Mary Anne Andrusyszyn zyxwvutsrqponmlkjihgfedcbaZYXW This paper discusses the value of using a case study approach to teaching decision-making in a post-diploma baccalaureate degree nursing program. Civen specific cases, students analyse how decisions are derived and are encouraged to look at the processes used rather than only on the product generated. In this way, the perception that there is only one correct approach is downplayed while students explore several creative solutions to simple and complex nursing situations. The case study method draws on the students’ experiential, intuitive, and knowledge bases through sharing and discussion, thereby enhancing comprehensive learning. A broader perspective of decision-making is fostered and integration of critical thinking skills is facilitated. A student of nursing with tact Absorbed many answers she lacked. But acquired a job, She said with a sob, ‘How does one fit answer to fact?’ (Adapted from Gragg, 1954) This limerick expresses the age-old problem of linking textbook knowledge on decision-making with the realities of the everyday world. Deci- sion-making, an inherent component of nursing practice, requires critical thinking. It reflects the necessity to exhibit both thought and action, Hendrika J Maltby BA BScN MScN Assistant Professor, Mary Anne Andrusyszyn BScN MScN Chair/Assistant Professor, Brandon University, Faculty of Science, Department of Nursing and Health Studies, 270 - 16th St Brandon, Manitoba, Canada R7A 6A9 [Requests for offprints to HJM) Manuscript accepted 21 March 1990 ‘for a decision is the critical point where thought leads to action’. (Stevens, 1985 p 172) The process may be enhanced by education and practice (Jenkins, 1985). However, it is not always possible for students to make decisions within the actual clinical setting as a consequence of reduced patient census, patient safety, sensi- tive political climates within institutions/agen- ties, and other impracticalities related to placement. The case study method offers a practical solution. This vicarious learning technique, ‘provides students with a kind of experiential exercise in which to test their ability to apply textbook knowledge’. (Baetz & Beamish, 1987 p 15) Coupled with group discussion and the wealth of life/ employment experience of post diploma baccalaureate students, this experiential exercise 415