Using clinical reasoning and simulation-based education to ‘flip’ the enrolled nurse curriculum

Publication Type:
Journal Article
Citation:
Australian Journal of Advanced Nursing, 2015, 33 (2), pp. 28 - 34
Issue Date:
2015-01-01
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© 2015 Australian Nursing Federation. All rights reserved. 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.
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