Elizabeth is Program Director of the Master of Nursing Practice (Critical Care Suite of programs)Deakin University, Melbourne, Australia. Elizabeth teaches in the cardiac and intensive carestream of these postgraduate specialty courses. The postgraduate teaching team introduced TBL in 2009 and has undertaken TBL related research in student engagement, attitudes to group work, student perceptions of learning and application of knowledge in clinical practice,development of graduate learning outcomes, and industry educators’ perceptions of student behaviours and knowledge in clinical practice. Elizabeth’s research interests include teaching and assessment methods to improve skills, knowledge and attributes in nursing students for quality clinical practice. Her clinical research interests include cardiac failure, patient safety and workforce planning to support health professionals and improve patient care.
Currey, J., Sprogis, S.K., Burdeu, G., Considine, J., Allen, J., & Oldland, E. (2018). Students perceive team-based learning facilitates development of graduate learning outcomes and professional skills. Journal of Teaching and Learning for Graduate Employability, 9(1), 93-113
Oldland, E., Allen, J., Considine, J., & Currey, J. (2017). Nurses’ perceptions of the impact of Team-Based Learning on learning style, team behaviours and clinical performance: an exploration of written reflections. Nursing Education in Practice, 24, 62-69.doi:10.1016/j.nepr.2017.03.008
Currey, J., Oldland, E., Considine, J., Glanville, D. & Story, I. (2015). Evaluation of postgraduate critical care nursing students’ attitudes to, and experiences with,Team-Based Learning: a descriptive study.Intensive and Critical Care Nursing 31(1):19-28. dx.doi.org/10.1016/j.iccn.2014.09.003
Currey, J., Eustace, P., Oldland, E., Glanville, D., & Story, I. (2015). Developing professional attributes in critical care nurses using Team-Based Learning. Nurse Education in Practice, 15(3),232-238. doi:10.1016/j.nepr.2015.01.011