Developing clinical scenarios from a European perspective: Successes and challenges.

Wiseman, A and Horton, K (2011) Developing clinical scenarios from a European perspective: Successes and challenges. Nurse Educ Today, 31 (7). pp. 677-681.

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Abstract

This paper presents developmental work involving students from the University College Dublin (UCD), Ireland (n=9), University of Surrey, England (n=8) and University of Ljubljana and University of Maribor, Slovenia (n=5) participating in the Erasmus Intensive Programme. The Erasmus programme offers a two week 'Summer School' in the Faculty of Health Sciences, University of Maribor, Slovenia. Using a participatory approach, facilitators from both the UCD and Surrey engaged with students from all of the universities to develop scenarios for simulated learning experiences, in the care of older people, for utilisation on an e learning facility and within the simulated clinical learning environment. Students developed key transferable skills in learning, such as information literacy, cultural diversity, team working, communication, and clinical skills acquisition whilst exploring differences in healthcare delivery in other European countries.

Item Type:	Article
Divisions :	Faculty of Health and Medical Sciences > School of Health Sciences
Authors :	Wiseman, A and Horton, K
Date :	October 2011
DOI :	10.1016/j.nedt.2011.01.001
Additional Information :	NOTICE: this is the author’s version of a work that was accepted for publication in Nurse Education Today. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Nurse Education Today, 31 (7), October 2011, DOI 10.1016/j.nedt.2011.01.001.
Depositing User :	Symplectic Elements
Date Deposited :	24 Jan 2012 22:35
Last Modified :	06 Jul 2019 05:09
URI:	http://epubs.surrey.ac.uk/id/eprint/148878

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