Collaborative action learning: a professional development model for educational innovation in nursing.
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).
Marlow
Annette
A
School of Nursing and Midwifery, Faculty of Health Science, University of Tasmania, Locked Bag 1322, Launceston, TAS 7250, Australia. Annette.Marlow@utas.edu.au
Spratt
Christine
C
Reilly
Amanda
A
D001291:Attitude of Health Personnel; D019985:Benchmarking; D002983:Clinical Competence; D003142:Communication; D003194:Computer-Assisted Instruction / Q000379:methods* / Q000592:standards; D003299:Cooperative Behavior; D003479:Curriculum / Q000592:standards; D004508:Education, Nursing, Baccalaureate / Q000379:methods* / Q000592:standards; D006801:Humans; D008348:Manikins; D009730:Nursing Assessment; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D010865:Pilot Projects; D018794:Problem-Based Learning / Q000379:methods; D036301:Qualitative Research; D012381:Role Playing; D020377:Self Efficacy; D013338:Students, Nursing / Q000523:psychology*; D013648:Tasmania