Original Research

Use of the step-up action research model to improve trauma-related nursing educational practice

Ielse Seale, Johanna C. de Villiers
Curationis | Vol 38, No 2 | a1493 | DOI: https://doi.org/10.4102/curationis.v38i2.1493 | © 2015 Ielse Seale, Johanna C. de Villiers | This work is licensed under CC Attribution 4.0
Submitted: 11 March 2015 | Published: 23 October 2015

About the author(s)

Ielse Seale, School of Nursing, University of the Free State, South Africa
Johanna C. de Villiers, School of Nursing, University of the Free State, South Africa


Background: A lack of authentic learning opportunities influence the quality of emergency training of nursing students. The purpose of this article is to describe how the step-up action research model was used to improve the quality of trauma-related educational practice of undergraduate nursing students.

Objectives: To reduce deaths caused by trauma, healthcare workers should be competent to provide emergency care and collaborate effectively with one another.

Method: A simulated mass casualty incident, structured to support the integration of theory into practice, became a more rigorous action research activity which focused on the quality improvement of the mass casualty incident.

Results: The results indicated improved student learning; partnership appreciation; improved student coping mechanisms, and increased student exposure. Quality emergency training thus results in better real-life collaboration in emergency contexts.

Conclusion: The step-up action research model proved to be a collaborative and flexible process. To improve the quality and rigour of educational programmes it is therefore recommended that the step-up action research model be routinely used in the execution of educational practices.


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