An Example of Inquiry-Based Learning in a Transition to Nursing Practice Curriculum

被引：1

作者：

Donnelly, Frank ^{[1
,4
]}

Feltrin, Caterina ^{[2
]}

Munt, Rebecca ^{[2
,3
]}

机构：

[1] Univ Adelaide, Fac Hlth & Med Sci, Adelaide Nursing Sch, is Associate Prof, Adelaide, SA, Australia

[2] Cent Adelaide Local Hlth Network, Adelaide, SA, Australia

[3] Univ Adelaide, Adelaide, SA, Australia

[4] Univ Adelaide, Fac Hlth & Med Sci, Adelaide Nursing Sch, Level 3,Adelaide Hlth & Med Sci Bldg,North Terrace, Adelaide, SA 5005, Australia

来源：

JOURNAL OF CONTINUING EDUCATION IN NURSING | 2023年 / 54卷 / 06期

关键词：

GRADUATE NURSES; PROGRAMS;

D O I：

10.3928/00220124-20230511-07

中图分类号：

R47 [护理学];

学科分类号：

1011 ;

摘要：

Background: Graduate nurses are known to ex-perience transition shock when they enter the work-force. Graduate nurse programs are designed to allevi-ate aspects of transition shock. Method: Best practice in development and delivery of transition programs is currently limited in the literature, and there are few examples focusing on curriculum design that can be adapted by health services to develop and support new nurses. Results: An inquiry-based learning approach was used as the underlying andragogy to frame a con-temporary transition curriculum to support graduate nurses. Conclusion: Inquiry-based learning can be used to support graduate nurses to improve critical thinking, confidence, and job satisfaction during the most chal-lenging years of their professional lives. [J Contin Educ Nurs. 2023;54(6):268-274.]

引用

页码：268 / 274

页数：7

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