Enhancing Student Nurse Work-readiness for the Aged-care Environment

By Georges Ah-Tye and John Derrick.

Published by The International Journal of Adult, Community and Professional Learning

Format Price
Article: Print $US10.00
Published online: June 15, 2016 $US5.00

Vocational education nursing students at Victoria University may not have been exposed to problem-based learning and team-teaching. To address this gap it is proposed to design, deliver, and evaluate common real-life case scenarios derived from an aged-care setting. We aim to develop students’ critical-thinking abilities using a team-teaching approach and model effective problem-based resolution strategies using peer-to-peer work-based interaction. It has been observed that many students within the Diploma of Nursing (Enrolled-Division 2) at Victoria University do not have well-developed problem-based learning skills and group-based learning skills in the first semester of the course. They have not been exposed to the clinical environment and, therefore, have minimal exposure to real-life clinical situations and nursing team interactions. The results of this paper indicate that problem-based scenarios combined with team-teaching enhance student work-readiness for their clinical placement in an aged-care facility. It would be beneficial if PBL/ team-teaching were embedded in the core curriculum in all units in the Diploma of Nursing (Enrolled-Division 2). Class sizes should be kept small so as to identify those students at risk and reduce the workload on the facilitators. Face-to-face didactic lectures can be used in conjunction with PBL to deliver theoretical content relevant to the case scenarios. Power point presentations should be kept to a minimum and be used sparingly to reinforce the students’ knowledge. PBL should be introduced at the beginning of the units with rigorous underpinning of anatomy and physiology. Team-teaching is most effective when the facilitators are open to discussion and dialogue and have the willingness to evaluate their teaching practice. Future research could involve combining PBL and team-teaching on the students’ clinical placement in an aged-care facility.

Keywords: Vocational Education, Problem-based Learning, Team-teaching

The International Journal of Adult, Community and Professional Learning, Volume 23, Issue 3, September 2016, pp.1-14. Article: Print (Spiral Bound). Published online: June 15, 2016 (Article: Electronic (PDF File; 491.297KB)).

Georges Ah-Tye

Teacher, Diploma of Nursing, College of Health and Biomedicine., Victoria University, Melbourne, Victoria, Australia

Dr. John Derrick

Teacher, Diploma of Nursing, College of Health and Biomedicine., Victoria University, Melbourne, Victoria, Australia