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Using clinical reasoning and simulation-based education to ‘flip’ the Enrolled Nurse curriculum

Citation

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]


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Copyright Statement

Copyright 2016 Australian Journal of Advanced Nursing

Official URL: http://www.ajan.com.au/ajan_issues.html

Abstract

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 Details

Item Type:Refereed Article
Keywords:enrolled nurse, flipped classroom, simulation, clinical reasoning
Research Division:Education
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)
ID Code:105971
Year Published:2015
Web of Science® Times Cited:1
Deposited By:Health Sciences
Deposited On:2016-01-21
Last Modified:2017-11-02
Downloads:0

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