- Title
- Using clinical reasoning and simulation-based education to 'flip' the enrolled nurse curriculum
- Creator
- Dalton, Lisa; Gee, Tamara; Levett-Jones, Tracy
- Relation
- Australian Journal of Advanced Nursing Vol. 33, Issue 2, p. 28-34
- Relation
- http://www.ajan.com.au/ajan_33.2.html
- Publisher
- Australian Nursing & Midwifery Federation
- Resource Type
- journal article
- Date
- 2015
- Description
- 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.
- Subject
- enrolled nurse; flipped classroom; simulation; clinical reasoning
- Identifier
- http://hdl.handle.net/1959.13/1326985
- Identifier
- uon:25548
- Identifier
- ISSN:0813-0531
- Language
- eng
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