The paper describes the processes and outcomes of a major curriculum innovation which was conducted by a collaborative multi-disciplinary team (nurse academics, educational developers and software developers). The paper argues that collaborative professional development in pedagogical innovation in nursing can be successfully supported by action learning as a framework for practice. In presenting this argument the paper draws on the experience of the School of Nursing and Midwifery (SNM) at the University of Tasmania in integrating high-fidelity simulation-based learning into an existing undergraduate case-based learning curriculum in the three year Bachelor of Nursing (BN). © 2007 Elsevier Ltd. All rights reserved.

Item Type:	Refereed Article
Research Division:	Health Sciences
Research Group:	Nursing
Research Field:	Nursing not elsewhere classified
Objective Division:	Health
Objective Group:	Provision of health and support services
Objective Field:	Nursing
UTAS Author:	Marlow, AH (Ms Annette Marlow)
UTAS Author:	Spratt, CF (Dr Christine Spratt)
UTAS Author:	Reilly, A (Ms Anne Reilly)
ID Code:	54388
Year Published:	2008
Deposited By:	Health Sciences B
Deposited On:	2009-02-19
Last Modified:	2010-05-06
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