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  • Unfolding case study and Mask-Ed™ high fidelity simulation for chronic illness education: A case study

    Author(s)
    Frost, Jane
    Foster, Kim
    Ranse, Kristen
    Griffith University Author(s)
    Ranse, Kristen
    Year published
    2017
    Metadata
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    Abstract
    Student learning of effective care provision for people with chronic illness is an important component of pre-registration nursing curricula and demands specific knowledge and skills. This paper discusses the implementation of the combined pedagogy of unfolding case study and Mask-Ed™ high fidelity simulation within a 12 week unit on chronic illness in an Australian Bachelor of Nursing program. The unfolding case study develops clinical reasoning and decision making through facilitating students to progress through a case study as it develops in complexity. Mask-Ed™ is a high fidelity simulation technique in which a knowledgeable ...
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    Student learning of effective care provision for people with chronic illness is an important component of pre-registration nursing curricula and demands specific knowledge and skills. This paper discusses the implementation of the combined pedagogy of unfolding case study and Mask-Ed™ high fidelity simulation within a 12 week unit on chronic illness in an Australian Bachelor of Nursing program. The unfolding case study develops clinical reasoning and decision making through facilitating students to progress through a case study as it develops in complexity. Mask-Ed™ is a high fidelity simulation technique in which a knowledgeable educator portrays an authentic character, but remains hidden from students by a silicone disguise. Using this combined pedagogy creates a unique and innovative opportunity to engage students in learning about the chronic illness experience. This pedagogy can support students to gain a holistic understanding of the psychosocial and physical health care needs of patients and their families and develop their therapeutic skills and clinical judgment. Integration of these interactive learning techniques has the potential to transform student learning about person-centred care within pre-registration curricula.
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    Journal Title
    Collegian
    Volume
    24
    Issue
    5
    DOI
    https://doi.org/10.1016/j.colegn.2016.09.004
    Subject
    Nursing
    Nursing not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/381140
    Collection
    • Journal articles

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