Baccalaureate Nursing Students’ Perceived Learning using the Lecture and Unfolding Case Study Pedagogies in Prostate Cancer Surgical Care: A Comparative Study conducted at Uganda Christian University, Mukono

Abstract

Background/Purpose: The predominant use of traditional teaching methods, such as lecture, stifles the ability of nursing students to perform better in clinical situations. The study compared the baccalaureate nursing students’ perceived learning using the Lecture and Unfolding Case Study (UCS) pedagogies in prostate cancer surgical care at Uganda Christian University, Mukono. Theoretical/Conceptual Framework: The Kolb’s Experiential Learning Theory was used to enable the baccalaureate nursing students learn by guided self-reflection. The student nurses embraced the cyclical learning approach that improved their perception of learning and ability to integrate theoretical concepts into practice. Methodology: 30 baccalaureate nursing students participated in a quantitative comparative study. Students' opinions were examined using a quasi-quantitative analysis. Results: Perceived learning scored higher in UCS (Mean 3.44, SD = 0.78) versus Lecture (Mean 3.23, SD =1.04). Wilcoxon Signed-Rank test z= 2.445, r= 0.454, p = 0.015 < 0.05. Satisfaction scored higher in UCS (Mean 8.22, SD= 0.91) versus Lecture (Mean 7.70, SD= 0.84). Wilcoxon Signed-Rank test z= 2.577, r= 0.591, p = 0.010 < 0.05. Conclusion: UCS is a more effective pedagogy in equipping nursing students with the necessary knowledge and skills to provide quality patient care. Recommendations: Nursing educators should utilize the UCS pedagogy to enhance students' learning and develop their capacity to apply their skill set in clinical settings. Keywords: Lecture Pedagogy, Unfolding Case Study Pedagogy, Prostate Cancer Surgical Care, Comparative Study, Baccalaureate Nursing Students.