Baccalaureate Nursing Students’ Perceived Learning Using the Unfolding Case Study Pedagogy in Prostate Cancer Surgical Care at a Selected University in Central Uganda. A Cross-sectional Study
DOI:
https://doi.org/10.71020/10z6k437Keywords:
Prostate cancer, Surgical care, Nursing students, Case-based learning, Active participation, Clinical decision-makingAbstract
Background:
The study aimed to describe the baccalaureate nursing students’ perceived learning using the UCS pedagogy in prostate cancer surgical care at a selected university in Central Uganda.
Methodology:
A quantitative comparative crossover within-subject design was used among 30 Year Three baccalaureate nursing students at a selected university in Central Uganda, selected through census sampling. Students were taught post-operative prostate cancer surgical care using the UCS pedagogy. Immediately after the intervention, perceived learning was assessed using an adapted 19-item four-point Likert questionnaire. Data were analyzed using SPSS version 26 through means, standard deviations, and frequencies. Ethical approval, informed consent, confidentiality, privacy, and voluntary participation were ensured.
Results:
Thirty baccalaureate nursing students participated, comprising 25 (83%) females and 5 (17%) males. Following the UCS pedagogy, perceived learning had a mean score of 3.50 (SD=0.71). Item-level scores ranged from 3.13 (SD=0.78) to 3.90 (SD=0.31). The highest scores were for promoting active involvement and teamwork (M=3.90, SD=0.31) and practical learning and clinical imagination (M=3.90, SD=0.31), while the lowest was for simplifying summaries of topics and content areas (M=3.13, SD=0.78). Overall, 24 (80%) students had high perceived learning, 5 (17%) had moderate perceived learning, and 1 (3%) had low perceived learning. Additional views showed that 21 (70%) reported being well engaged, 19 (63%) reported improved ability to link theory to practice, and 17 (56%) reported enhanced critical thinking and cognitive abilities. Mean satisfaction was 8.47 (SD=0.72), with 16 (53%) highly satisfied and 14 (47%) moderately satisfied.
Conclusion:
The UCS pedagogy enhanced students’ perceived learning of prostate cancer surgical care through active participation, collaboration, communication, and independent learning.
Recommendation:
Nursing educators should incorporate UCS pedagogy into the teaching of prostate cancer surgical care and other relevant nursing courses.
References
1. Afrasiabifar, A., & Asadolah, M. (2019). Effectiveness of shifting from traditional lecture to interactive lecture to teach nursing students. Investigación y Educación en Enfermería, 37(1), e07. https://doi.org/10.17533/udea.iee.v37n1a07
2. Berkery, E., Tiernan, S., & Morley, M. (2014). The relationship between gender role stereotypes and requisite managerial characteristics: The case of nursing and midwifery professionals. Journal of Nursing Management, 22(6), 707–719.
https://doi.org/10.1111/j.1365-2834.2012.01459.x
3. Bijani, M. I., Shekoofeh, H., Khatereh, R., Simin, S., Kobra, S., & Afsaneh, G. (2019). A comparative study of the effectiveness of case-based learning and lecturing in enhancing nursing students’ skills in diagnosing cardiac dysrhythmias. Revista Latinoamericana de Hipertensión, 14(6), 651–659.
4. Bryant, S. (2016). Effects of unfolding case studies on nursing students’ understanding and transfer of oxygenation [Doctoral dissertation, The University of Alabama]. University of Alabama Institutional Repository. https://ir.ua.edu/handle/123456789/2585
5. Carr, K. C. (2015). Using the unfolding case study in midwifery education. Journal of Midwifery & Women’s Health, 60(3), 283–290. https://doi.org/10.1111/jmwh.12293
6. Gborgblorvor, I. R. (2016). Assessing knowledge, skills and attitudes of undergraduate nursing students regarding student-centered learning approach in a university in the Volta region, Ghana [Master’s thesis]. University of the Western Cape.
7. Herron, E. K., Powers, K. J., Mullen, L., & Burkhart, B. (2019). Effect of case study versus video simulation on nursing students’ satisfaction, self-confidence, and knowledge: A quasi-experimental study. Nurse Education Today, 79, 129–134.
https://doi.org/10.1016/j.nedt.2019.05.015
8. Hobbs, J. R. (2018). Integrating clinical experiences into classroom education [Doctoral dissertation, The University of Alabama].
9. Jamshidi, H., Hemmati Maslakpak, M., & Parizad, N. (2021). Does problem-based learning education improve knowledge, attitude, and perception towards patient safety among nursing students? A randomized controlled trial. BMC Nursing, 20, 70. https://doi.org/10.1186/s12912-021-00588-1
10. Kempango, J., & Atuhaire, E. (2024). Assessment of factors associated with the acquisition of competencies among undergraduate nursing students in Ugandan universities. Journal of Health, Medicine and Nursing, 10(2), 1–17.
https://doi.org/10.47604/jhmn.2448
11. Lalam, L. G., & Oketcho, F. N. (2022). The striking level of gender inequality in the nursing profession: A cross-sectional study among nurses and student nurses from selected hospitals and nurses training institutions in the northern cities of Uganda. Student’s Journal of Health Research Africa.
12. McCormick, M. J., de Slavy, J. R., & Fuller, B. L. (2013). Embracing technology: Using an unfolding case simulation to enhance nursing students’ learning about Parkinson disease. Journal of Neuroscience Nursing, 45(1), 14–20.
https://doi.org/10.1097/JNN.0b013e318275b220
13. Neumbe, M. I., Ssenyonga, L., Soita, D. J., Iramiot, J. S., & Nekaka, R. (2023). Attitudes and perceptions of undergraduate nursing students towards the nursing profession. PLOS ONE, 18(7), e0280700. https://doi.org/10.1371/journal.pone.0280700
14. Peele, H. V. (2015). The use of an unfolding case study to enhance self-efficacy in nursing students [Doctor of Nursing Practice capstone, Gardner-Webb University]. Gardner-Webb University Digital Commons.
https://digitalcommons.gardner-webb.edu/nursing_etd/204
15. Prosen, M. (2022). Nursing students’ perception of gender-defined roles in nursing: A qualitative descriptive study. BMC Nursing, 21, 104. https://doi.org/10.1186/s12912-022-00876-4
16. Satoh, M., Fujimura, A., & Sato, N. (2020). Competency of academic nurse educators. SAGE Open Nursing, 6, 1–11.
https://doi.org/10.1177/2377960820969389
17. Shohani, M., Bastami, M., Gheshlaghi, L. A., & Nasrollahi, A. (2023). Nursing students’ satisfaction with two methods of CBL and lecture-based learning. BMC Medical Education, 23, 48. https://doi.org/10.1186/s12909-023-04028-3
18. Vizeshfar, F., Dehgharad, F., Mahboobeh, M., & Sobhani, S. M. J. (2016). Effects of applying role play on nursing students’ education. International Journal of Humanities and Cultural Studies, 1(1), 1772–1781.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Immaculate Prosperia Naggulu, Edith Akankwasa, Hasifa Nansereko, Elizabeth Namukombe Ekong, Karen B. Drake
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish in any of our journals retain the copyright to their work but agree to grant Burundi Publishing the right of first publication. All articles are published under a Creative Commons Attribution License (CC BY), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. This promotes transparency and fosters wide dissemination of the research.
