A Study to Assess the Effectiveness of an Integrated Case-Based Teaching Presentation on Knowledge Regarding Silent Metabolic Disorders among 2nd Semester B.Sc. Nursing Students at St. Francis Hospital and College of Nursing, Ajmer, Rajasthan.

Author

Mrs. Arockia Christy Benjamin


Abstract

 Metabolic disorders comprise a wide range of conditions that interfere with the body’s normal metabolic processes. They may involve abnormalities in carbohydrate, lipid, protein, endocrine, or other biochemical pathways. Some metabolic conditions may develop gradually and remain undetected until complications occur. This makes awareness and early recognition particularly important in healthcare practice.

Nurses are often in a key position to observe changes in patients, identify potential warning signs, monitor investigations, provide health education, and encourage appropriate medical evaluation. Undergraduate nursing education must therefore prepare students to recognize clinically relevant patterns rather than merely memorize disease-related information.

Case-based learning provides an opportunity for students to examine realistic clinical situations, identify relevant information, interpret findings, and apply theoretical knowledge to patient care. An integrated case-based presentation can combine clinical cases with audiovisual teaching, discussion, questioning, and problem-solving activities.

For 2nd semester B.Sc. Nursing students, introducing metabolic disorders through clinical cases may improve understanding and help students relate classroom learning to nursing practice. Therefore, the present study was undertaken to assess the effectiveness of an integrated case-based teaching presentation on knowledge regarding silent metabolic disorders.



Keywords

B.Sc. Nursing Students, B.Sc. Nursing Students, St. Francis Hospital and College of Nursing, Ajmer, Rajasthan


DOI : https://doi.org/10.5281/zenodo.22785993


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References


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