Search Results

In Australia there are two entry levels in nursing: the registered nurse (RN) and the enrolled nurse (EN). Nursing education research is predominately focused on higher education for registered nurses and postgraduate nursing students; as a result, the educational preferences of enrolled nursing students in the vocational education and training (VET) setting have not been identified. Enrolled nursing students have some distinct educational needs as they transition through education into the workforce due to their diversity in learner characteristics and backgrounds. As the role of this group continues to expand in the workplace to meet the demands of the health workforce, attention to the educational preparation of this cohort of learners is relevant and timely. This requires identifying targeted educational strategies to support learner preferences for the planning and delivery of education to these students.

A qualitative research study using focus groups was undertaken to identify specific learner preferences for teaching modalities among enrolled nursing students in a Diploma of Nursing program. A thematic analysis of the data identified the following five main themes: a variety of teaching and assessment methods; educator-directed or guided learning; practical application and simulated learning; face-to-face learning; and closer integration of theory to clinical practicum. The main focus of these learners was preparation for workplace settings. The findings have implications for education strategies in the diploma program, in terms of planning the program structure and its delivery; teaching and learning methods; educator development; development of practical and clinical skills; experiential learning; and the promotion of skills for independent and lifelong learning, the latter being essential preparation for professional nursing practice.

Published abstract. Show less

In Australia there are two entry levels in nursing, the registered nurse (RN) and enrolled nurse (EN). The focus of nursing education research is predominately attentive to the RN and post-graduate nursing students in higher education, hence the educational preferences of EN students in the vocational education and training (VET) setting has not been recognised or identified. EN students have unique educational needs as they transition through education and training into the workforce due to their diversity in terms of learner characteristics and background. As the role of ENs continues to expand in the workplace to meet the demand of the health workforce, attention to educational preparation of this cohort of learners is especially relevant and timely. This requires targeted attention regarding educational learning methodologies to support learner preferences in the planning and delivery of education and training for EN students.

A research study was undertaken to identify specific learner preferences for teaching modalities among EN students in a Diploma of Nursing program. A qualitative research methodology using an explorative descriptive approach in the naturalistic setting was adopted for this study. The study was set in a private registered training organisation (RTO). Data was collected through focus group discussions with data analysis involving a thematic framework. Five main themes were identified through the thematic analysis: variety of teaching and assessment methods, educator directed or guided learning, practical application and simulated learning, face to face learning and closer integration of theory to clinical practicum. Through the study specific learning needs of EN students from the learner's perspective were identified. The knowledge generated from this study will help guide future planning strategies in education for the Diploma of Nursing (EN) program and can be applied to the wider VET sector.

Published abstract. Show less