{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,10,29]],"date-time":"2025-10-29T14:42:57Z","timestamp":1761748977860,"version":"build-2065373602"},"reference-count":19,"publisher":"SAGE Publications","license":[{"start":{"date-parts":[[2025,1,1]],"date-time":"2025-01-01T00:00:00Z","timestamp":1735689600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2025,1,1]],"date-time":"2025-01-01T00:00:00Z","timestamp":1735689600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Sage Open Nursing"],"published-print":{"date-parts":[[2025,1]]},"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>Case-based learning (CBL) has gained increasing attention in nursing education for its ability to promote critical thinking, reflective practice, and the integration of theory with real-life clinical scenarios. This article aims to present the exploratory application of CBL in a study carried out during a master's program in Family Health Nursing.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>The methodology included six structured phases, culminating in a strengths, weaknesses, opportunities, threats (SWOT) analysis to evaluate the pedagogical impact.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>CBL facilitated nurses engagement, teamwork, and the development of clinical reasoning. Despite initial discomfort with the active learning format, nurses reported significant professional and cognitive growth.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>The findings support the relevance of CBL in preparing nursing students for the complexities of family-centered care.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1177\/23779608251379102","type":"journal-article","created":{"date-parts":[[2025,10,27]],"date-time":"2025-10-27T15:58:54Z","timestamp":1761580734000},"update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":0,"title":["From Theory to Practice: An Implementing Case-Based Learning in a Family Health Nursing Master's Course"],"prefix":"10.1177","volume":"11","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-7969-8242","authenticated-orcid":false,"given":"Catarina","family":"Afonso","sequence":"first","affiliation":[{"name":"Polytechnic Higher Education \u2013 School of Health of Santar\u00e9m IPSantar\u00e9m. Integrated Researcher at RISE-Health \u2013 TL7 \u2013 Community Health Prevention, Instituto Polit\u00e9cnico de Santar\u00e9m, Escola Superior de Sa\u00fade de Santar\u00e9m, membro integrado RISE-Health, Escola Superior de Sa\u00fade de Santar\u00e9m, Instituto Polit\u00e9cnico de Santar\u00e9m, Santar\u00e9m, Portugal"}]},{"given":"Odete","family":"Amaral","sequence":"additional","affiliation":[{"name":"School of Health of Polytechnic of Viseu, Portugal. Integrated member of Health Sciences Research Unit: Nursing (UICISA: E), Instituto Polit\u00e9cnico de Viseu Escola Superior de Sa\u00fade de Viseu, Viseu, Portugal"}]}],"member":"179","published-online":{"date-parts":[[2025,10,27]]},"reference":[{"key":"e_1_3_3_2_1","volume-title":"Standards and criteria: Baccalaureate program","author":"Accreditation Commission for Education in Nursing","year":"2017","unstructured":"Accreditation Commission for Education in Nursing. (2017). Standards and criteria: Baccalaureate program. 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