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

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Dr Lisa Dalton RN, PhD, MN, GDipAdvNg, GCertQA, BN
Tamara Gee RN, MEd, GCert Clinical Simulation, GCert T&L for Health Professionals, & GCert Anaesthetics and Recovery Room Nursing,
Professor Tracy Levett-Jones RN, PhD, MEd & Work Professor,

Keywords

Enrolled nurse, flipped classroom, simulation, clinical reasoning

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 standardised 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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