The document summarizes a case presentation by BSN level III nursing students. It describes the objectives of demonstrating knowledge of a patient's diagnosis, disease process, complications, treatment plan, and nursing interventions. It then outlines the specific program, which involved students presenting thorough assessments and understanding pathophysiology, drug therapy, contributing factors, and formulating appropriate nursing care plans. The summary describes the student groups presenting cases involving various conditions like CVA, hyperthyroidism, heart failure, and gallstones. The panelists provided feedback and advice to help students improve their analysis and presentations.

1. FINAL CASE PRESENTATION
BSN LEVEL III STUDENTS
GENERAL OBJECTIVES
Case presentation seeks to demonstrate the student’s knowledge regarding the general
health and disease condition of a patient with diagnosis, its disease process, possible
complications, treatment plan, medical and nursing interventions.
SPECIFIC OBJECTIVES
 Accurately present a thorough general assessment of the client which includes physical
assessment and family history taking.
 Understand the pathophysiology and etiology of the case being presented.
 Understand the role of drug therapy in managing the client related to the patient’s
diagnosis.
 Recognize the contributing factors associated in the development of the diagnosis.
 Systematically present the data pertinent to the case being gathered.
 Efficiently provide appropriate and proper nursing diagnosis in line with the client’s
medical condition and skillfully formulate nursing care plans for the problems identified.
 Appropriately apply nursing interventions necessary for the patient’s condition in
reference with the learned theories and concepts of the disease.
 Exhibit mastery and tact in answering relevant questions with positive attitude towards
criticisms and suggestions.

2. INTRODUCTION
"Tell me and I'll forget; show me and I may remember; involve me and I'll understand."
- Chinese Proverb -
If you are just hearing information, like a teacher lecturing, you will forget it.
If somebody actually physically shows you themselves,
like a teacher demonstrating, you will remember.
If you actually have to do it yourself, like a case studies, you will understand it.
The case study is a popular teaching strategy frequently used in academic settings. As an
active learning strategy, the case study builds on learned material that encourages students to
more fully understand the content being presented. The most common type of case study is
problem based, which requires learners to develop solutions to a given scenario (Synder & Mc
Willian, 2011). Similar to clinical practice, case studies are often designed to be complex and
ambiguous, offering the learner an opportunity to build critical-thinking and problem-solving
abilities (Plack & Santasier).
One purpose of the case study is to depict realistic situations that can facilitate discussion
and promote the decision-making skills of the learner. Case studies are beneficial in the clinical
setting to enhance the application of previous knowledge, attain practical knowledge, and
improve problem-solving skills (Henning et al; Synder & Mc William, 2011).
In the field of nursing, one encounters a wide-array of various diseases and conditions. In
order to give adequate and holistic care to individuals, it is necessary that nurses be equipped
with the proper knowledge and skills for dealing with different health states. It is only through
continuous learning that nurses acquire the necessary skill. A case study is a means of continuing
such learning. In doing a case study, the students delve into the question, “what is this disease
condition?” Student nurses learn actively and will be able to handle patients and experience what
it means to care for a patient with that particular condition. The student nurses learn, from
continuous interaction with the patients alongside with inquiries into books and informative
journals of the disease process, it symptoms and corresponding treatments.

3. NARRATIVE REPORT
Friday 9th October 2015 at the College of Nursing Allied and Health - Amphitheater,
the nursing students from level III was getting ready for their grand case presentation. Everybody
helped in making all the preparations, so that when the panelist’s arrives everything was set and
ready.
The Clinical Instructor Ma. Janice M. Bernardo R.N. M.S.N, who has been teaching for
many years in Nursing Care Management 103 (Care of Client with Problems in Oxygenation,
Fluid and electrolyte Balance, Metabolism & Endocrine) and served as the adviser of the nursing
students from level III was one of the panelist; Along with the two guest panelist Ms. Mary
Grace Sacro R.N. and Ms. Hannah Janina Dejesa R.N. who were the former student of LSPU-
CONAH from batch 2014. Then, followed by the Clinical Instructor Granada Minerva R.N.
M.A.N., who is also the lecturer of Nursing Care Management 103 (Care of Client with
Problems in Oxygenation, Fluid and electrolyte Balance, Metabolism & Endocrine) and one of
the Clinical Instructor in Related Learning Experience none other than Mrs. Myranie L. Sy R.N
M.A.N.
Those 5 panelists are the one who witnessed, criticized, and questioned the presentation
of the two groups with their each two cases. The Group 1 presented cases about Cerebrovascular
Accident Infarct and Hyperthyroidism, while the Group 2 presented cases about Congestive
Heart Failure, Cardiomyopathy, Coronary Artery Disease and Cholelithiasis.
Like every program, at exact 8 o’clock in the morning it started with a greeting from the
master of ceremony which was Ms. Rozelle Mae Birador who acknowledged the presence of the
panelist. After the greetings a prayer was led by Mr. Darren Jericho Tinea who asked for
guidance, knowledge and strength from our Lord GOD. Then it was followed by a video
presentation of the Philippine National Anthem which symbolizes the patriotism and fighting
spirit of the Filipino people. A message was given by Ms. Daira Lee Ortiz, the class president of
the BSN III-A who thanked and acknowledged the panelist which guided us throughout the
whole semester and provided us the well-equipped knowledge. She also expressed her
appreciation for the efforts and teamwork of the whole class that never gave up on each other
and helped one another not just as fellow classmates or friends but as a family.
Everything and everyone was ready for the grand presentation but before it was started,
each group prepared a simple intermission number to release all the tension and to give an
entertainment to everyone. The group 2 performed a very amusing assessment of a patient in a
form of musical play related to our course Nursing Care Management 103 (Care of Client with
Problems in Oxygenation, Fluid and electrolyte Balance, Metabolism & Endocrine). The
presenters showed their willingness to perform and they enjoyed their performance.

4. After an entertaining presentation, the group 1 started to present their case about
Cerebrovascular Accident Infarct. The students chose this case study to widen their knowledge
about neurological problem; also to enhance their critical thinking in analyzing the case and
decision making skills on what proper nursing interventions that should be should implement.
The members of the group started to discuss everything about the disease, identifying the
patient’s data and history until it came up to the physical assessment of the patient.
Upon in defending the content of physical assessment, the students were questioned by
the panelists on ‘why & how’ you came up on these kinds of findings to the patient. They were
questioned that the patient with CVA is really in a stupor when you handle? Or just lethargy?
During that time, everyone was confused. The panelist decided to halt the presentation
and revised the physical assessment not saying that the findings were wrong but making us to
realize what must be improved and analyze thoroughly. In despite of this situation, the Group 1
accepted the comments of each panelist for they know it was for the best.
Then, after on what happened to the case of Group 1 it is the time for Group 2 to present
their case study about Congestive Heart Failure, Cardiomyopathy, Coronary Artery Disease.
Everything went smoothly for them; they presented their case with few corrections. The group
was questioned by Clinical Instructor Granada Minerva R.N. M.A.N. “Is Cardiomyopathy
developed first before it leads to Coronary Artery Disease? Or Is Coronary Artery Disease
developed first before it leads to Cardiomyopathy?” The members of the group answered the
question with their idea that the Coronary Artery Disease developed first to the patient before it
leads to Cardiomyopathy.
At 12:15 pm everybody went for lunch, everyone had a good lunch together. At exact
1:00 o’clock pm the program resumed and the group 1 presented a case about Hyperthyroidism
followed by group 2’s case presentation about Cholelithiasis, everything went good for them
during that time and each group was happy that another semester has ended with great outcomes.
Before the program ended each panelist gave a message to the BSN III-A students, the
first was Clinical Instructor Myranie L. Sy M.A.N, who told us that the most of the questions
that they’ve been asked was very common to asked for during in the presentation of case study.
She also added that they are there to help whenever we encounter problem in analyzing the case.
Next was Ms. Mary Grace Sacro R.N. who shared her experienced as a nurse that it isn’t easy
when it comes to the actual thing. She emphasized that once you become a registered nurse, there
is no supervision of clinical instructor anymore and you have to rely on the knowledge that
you’ve been acquired during your student days. She was also thankful that she got to be one of
the panelist were she can refresh and still learn from case presentations that has been presented.
Then, it was followed by Ms. Hanna Janina Dejesa R.N. who gave an advised that in presenting
cases we should only put the necessary things that is needed like in laboratories we should only
present the abnormal findings not the normal findings and when presenting a case if possible we
should only put the title not the whole detail to keep it short but substantial. Lastly, Clinical
Instructor Ma. Janice M. Bernardo R.N. M.S.N mentioned that although we’ve already finished

5. the Nursing Care Management 103 (Care of Client with Problems in Oxygenation, Fluid and
electrolyte Balance, Metabolism & Endocrine), we should always keep the lectures in our minds
and in our hearts because this will be useful in the near future. She kept on telling us we should
not be satisfied with the little knowledge we acquired because every day is an opportunity to
learn something new.
Despite of the sleepless nights sacrificed to complete the case study, the efforts in the
end have paid off. The program ended with happy faces and joy among our hearts that we are
almost close to graduating and achieving our dreams in becoming successful nurses in the future.
Even though the case had been done in such a busy and turbulent time, still the manuscript serves
as proof that with the belief and faith in God and the unity of team work, all things are possible.
PRAISE BE TO GOD!