Teaching undergraduate students community nursing : using action research to increase engagement and learning
Seib, Charrlotte, English, Rebecca, & Barnard, Alan (2011) Teaching undergraduate students community nursing : using action research to increase engagement and learning. Journal of Nursing Education, 50(9), pp. 536-539.
Nurses play a pivotal role in responding to the changing needs of community health care. Therefore, nursing education must be relevant, responsive, and evidence based. We report a case study of curriculum development in a community nursing unit embedded within an undergraduate nursing degree. We used action research to develop, deliver, evaluate, and redesign the curriculum. Feedback was obtained through self-reflection, expert opinion from community stakeholders, formal student evaluation, and critical review. Changes made, especially in curriculum delivery, led to improved learner focus and more clearly linked theory and practice. The redesigned unit improved performance, measured with the university's student evaluation of feedback instrument (increased from 0.3 to 0.5 points below to 0.1 to 0.5 points above faculty mean in all domains), and was well received by teaching staff. The process confirmed that improved pedagogy can increase student engagement with content and perception of a unit as relevant to future practice.
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|Item Type:||Journal Article|
|Keywords:||community nursing, action learning, pedagogy, learner focus|
|Subjects:||Australian and New Zealand Standard Research Classification > MEDICAL AND HEALTH SCIENCES (110000)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
Current > QUT Faculties and Divisions > Faculty of Health
Current > Institutes > Institute of Health and Biomedical Innovation
Current > Schools > School of Nursing
|Copyright Owner:||Copyright 2011 Please consult the authors.|
|Deposited On:||24 Apr 2012 18:06|
|Last Modified:||05 Sep 2012 16:32|
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