Learning to nurse: Combining simulation with key theory
Authors: Bevan, A.L., Joy, R., Keeley, S. and Brown, P.
Journal: British Journal of Nursing
Volume: 24
Issue: 15
Pages: 781-785
ISSN: 0966-0461
DOI: 10.12968/bjon.2015.24.15.781
Abstract:Following a recent Nursing and Midwifery Council revalidation of a university undergraduate nursing programme, simulation skills sessions and anatomy and physiology theory were integrated into one unit (module). This was done in order to integrate the basis for patient assessment and care provision with the anatomical and physiological theory and thereby enhance student learning and nursing practice. Students evaluated the new unit well and valued the close link between theory and practice simulation. Improvements were seen in the simulation skills sessions as students were better able to apply their underlying theory to their actions. Learning was enhanced as both simulation and theory were seen as more meaningful to practice and patient care.
https://eprints.bournemouth.ac.uk/27794/
Source: Scopus
Learning to nurse: combining simulation with key theory.
Authors: Bevan, A.L., Joy, R., Keeley, S. and Brown, P.
Journal: Br J Nurs
Volume: 24
Issue: 15
Pages: 781-785
ISSN: 0966-0461
DOI: 10.12968/bjon.2015.24.15.781
Abstract:Following a recent Nursing and Midwifery Council revalidation of a university undergraduate nursing programme, simulation skills sessions and anatomy and physiology theory were integrated into one unit (module). This was done in order to integrate the basis for patient assessment and care provision with the anatomical and physiological theory and thereby enhance student learning and nursing practice. Students evaluated the new unit well and valued the close link between theory and practice simulation. Improvements were seen in the simulation skills sessions as students were better able to apply their underlying theory to their actions. Learning was enhanced as both simulation and theory were seen as more meaningful to practice and patient care.
https://eprints.bournemouth.ac.uk/27794/
Source: PubMed
Learning to nurse: developing knowledge and skills for practice.
Authors: Bevan, A.L., Joy, R., Keeley, S. and Brown, P.
Journal: British Journal of Nursing
Volume: 24
Issue: 15
Pages: 781-785
ISSN: 0966-0461
https://eprints.bournemouth.ac.uk/27794/
Source: Manual
Learning to nurse: combining simulation with key theory.
Authors: Bevan, A.L., Joy, R., Keeley, S. and Brown, P.
Journal: British journal of nursing (Mark Allen Publishing)
Volume: 24
Issue: 15
Pages: 781-785
ISSN: 0966-0461
DOI: 10.12968/bjon.2015.24.15.781
Abstract:Following a recent Nursing and Midwifery Council revalidation of a university undergraduate nursing programme, simulation skills sessions and anatomy and physiology theory were integrated into one unit (module). This was done in order to integrate the basis for patient assessment and care provision with the anatomical and physiological theory and thereby enhance student learning and nursing practice. Students evaluated the new unit well and valued the close link between theory and practice simulation. Improvements were seen in the simulation skills sessions as students were better able to apply their underlying theory to their actions. Learning was enhanced as both simulation and theory were seen as more meaningful to practice and patient care.
https://eprints.bournemouth.ac.uk/27794/
Source: Europe PubMed Central
Learning to nurse: combining simulation with key theory.
Authors: Bevan, A., Joy, R., Keeley, S. and Brown, P.
Journal: British Journal of Nursing
Volume: 24
Issue: 15
Pages: 781-785
ISSN: 0966-0461
Abstract:Following a recent Nursing and Midwifery Council revalidation of a university undergraduate nursing programme, simulation skills sessions and anatomy and physiology theory were integrated into one unit (module). This was done in order to integrate the basis for patient assessment and care provision with the anatomical and physiological theory and thereby enhance student learning and nursing practice. Students evaluated the new unit well and valued the close link between theory and practice simulation. Improvements were seen in the simulation skills sessions as students were better able to apply their underlying theory to their actions. Learning was enhanced as both simulation and theory were seen as more meaningful to practice and patient care.
https://eprints.bournemouth.ac.uk/27794/
Source: BURO EPrints