| Summary: | Issues emerging from instructional innovation are inevitable, yet shifting paradigms must be based on a theoretical framework. This paper focuses on employing three learning theories to resolve issues emerging from the integration of case-based instruction in a nursing curriculum. Behaviorism, cognitive learning, and constructivism are sought to guide students in learning with case studies and to introduce educators to the theory and practice aspects of this instructional approach. An overview of each theory is provided and views explicated in terms of appropriateness, relatedness, and application to this educational scenario. Issues are identified, described, and justified in light of theoretical assumptions reviewed. Application of learning theories may be especially useful to educators and instructional leaders when attempting at shifting paradigms. Failure to employ learning theories in similar educational shifts may impede the progress of any intended curriculum transformation.
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