Dalton, L and Gee, T and Levett-Jones, T, Using clinical reasoning and simulation-based education to flip' the Enrolled Nurse curriculum, Australian Journal of Advanced Nursing, 33, (2) pp. 28-34. ISSN 1447-4328 (2015) [Refereed Article]
Copyright 2016 Australian Journal of Advanced Nursing
Official URL: http://www.ajan.com.au/ajan_issues.html
Objective: This paper describes the development and implementation of an innovative Diploma of Nursing curriculum for preparing Enrolled Nursing students for acute care nursing practice.
Setting: Vocational Education and Training at the Health Education and Research Centre in Hobart, Tasmania.
Subjects: Vocational Education and Training students enrolled in the Diploma of Nursing (Enrolled-Division 2 Nursing) (HLT51612).
Primary Argument: The increasing complexity and acuity of contemporary practice environments requires a nursing workforce that is flexible and competent. In 2013 nurse educators developed an innovative approach to offering the national standardized Diploma of Nursing course that integrates three key pedagogical approaches: the ‘flipped classroom’, simulation-based learning and the Clinical Reasoning Cycle.
Conclusion: By ‘flipping the curriculum’ students are provided with opportunities to develop and extend their clinical reasoning skills as they respond to both routine and unpredictable ‘patient’ scenarios in the safety of a simulation environment. These simulated clinical learning experiences are designed to challenge students to ‘think like a nurse’ while actively engaging in the provision of safe and effective ‘patient’ care.
|Item Type:||Refereed Article|
|Keywords:||enrolled nurse, flipped classroom, simulation, clinical reasoning|
|Research Group:||Curriculum and Pedagogy|
|Research Field:||Medicine, Nursing and Health Curriculum and Pedagogy|
|Objective Division:||Education and Training|
|Objective Group:||Education and Training Systems|
|Objective Field:||Education and Training Systems not elsewhere classified|
|Author:||Dalton, L (Dr Lisa Dalton)|
|Web of Science® Times Cited:||2|
|Deposited By:||Health Sciences|
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