ABSTRACT
This study addresses the imperative need to modernize educational approaches in higher education, with a specific emphasis on adult education in the Nursing Department at the University of Ioannina. It provides a detailed analysis of the nursing curriculum and its implementation, showcasing the method of clinical training and practice for nursing students at the university. The paper illustrates how the department has successfully integrated collaborative, reflective, and exploratory learning practices into its clinical training program. The curriculum employed in the Nursing Department effectively merges theoretical knowledge with practical skills, prioritizing active student participation. A distinctive feature of this program is the transition from the traditional, extended training model to a more intensive, 13-day immersive experience in a variety of healthcare settings, including primary healthcare institutions, mental health facilities, and the University General Hospital of Ioannina. Students are required to register their attendance electronically at their respective sites daily. Simultaneously, they electronically document their application of clinical skills, thus enabling a thorough evaluation of both their academic achievements and professional competencies. The assessment process comprehensively evaluates the students’ academic performance, professional behavour, and practical skills. The program’s educational philosophy, grounded in active, inquiry-based learning, draws inspiration from the theories of Bruner and Rogers. This methodological approach not only augments the students’ knowledge and skillsets but also fosters cognitive development and professional readiness, thereby significantly contributing to the advancement of nursing education.
Key words: clinical training; nursing education; collaborative learning practices; inquiry-based learning theory; professional competency development
