Criminology meets nursing simulated technology: Taking blended learning in new directions.
DOI:
https://doi.org/10.56433/qmv93m13Keywords:
Interprofessional teaching, blended learning, higher education, innovation, digital simulation, active learningAbstract
This article presents an innovative approach to blended learning that integrates criminology and nursing pedagogy in a higher educational institution. It explores a Crime Scene Investigation module from a criminology undergraduate degree programme that used an Anatomage table, a life-size high-resolution tool used in the nursing degree courses, that allows students to have digital interactions with human cadavers. A murder victim, investigated by the students during this module, was aligned with one of the five digitised cadavers from the Anatomage table. Within the module presented in this article, the students investigated a staged crime scene of a murder victim with stab wounds. They then attended a simulation laboratory to explore the anatomical structures below each stab wound, enabling them to identify the fatal incision. The activity was designed to develop critical thinking, forensic interpretation and real-world problem solving by using pedagogical approaches such as contingency, fading and scaffolding. This case study demonstrates the potential of cross-disciplinary pedagogical innovations and how diversifying the use of technologies can enhance the student experience through blended learning approaches.
References
Anatomage. (2025). Anatomage. Retrieved 4th June 2024, from https://anatomage.com/
Ballouk, R., Mansour, V., Dalziel, B., McDonald, J. & Hegazi, I. (2022). Medical Students' self-regulation of learning in a blended environment: a systematic scoping review. Medical Education Online, 27, 1 - 8.
https://doi.org/10.1080/10872981.2022.2029336
Barton, A., Corteen, K. Davies, J. & Hobson, A. (2010). Reading the Word and reading the World: The Impact of a Critical Pedagogical Approach to the Teaching of Criminology in Higher Education. Journal Of Criminal Justice Education, 21(1). 24 - 41.
https://doi.org/10.1080/10511250903497917
Biggs, J. (2003). Teaching for quality learning at university. What the student does. 2nd ed. Open University Press: Buckingham.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Alexandria, VA: International Society for Technology in Education.
Bredow, C. A., Roehling, P. V., Knorp, A. J. & Sweet, A. M. (2021). To Flip or Not to Flip? A Meta-Analysis of the Efficacy of Flipped Learning in Higher Education. Review of Educational Research, 91(6), 878-918.
https://doi.org/10.3102/00346543211019122
Boucher, B., Robertson, E., Wainner, R., & Sanders, B. (2013). "Flipping" Texas State University's physical therapist musculoskeletal curriculum: Implementation of a hybrid learning model. Journal of Physical Therapy Education, 27(3), 72 - 77
https://doi.org/10.1097/00001416-201307000-00010
Chernikova, O., Heitzmann, N, Stadler, M., Holzberger, D., Seidel, T. & Fischer, F. (2020). Simulation Based Learning in Higher Education: A Meta-Analysis. Review of Educational Research, 90(4), 499 - 541.
https://doi.org/10.3102/0034654320933544
Chernikova, O., Holzberger, D., Heitzmann, N., Stadler, M., Seidel, T. & Fischer. F. (2023). Where salience goes beyond authenticity. A meta-analysis on simulation-based learning in higher education. German Journal of Educational Psychology, 15 - 25.
https://doi.org/10.1024/1010-0652/a000357
De Gagne, J. C., Koppel, P. D., Park, H. K., Cadavero, A., Cho, E., Rushton, S., Yamane, S. S., Manturuk, K., & Jung, D. (2021). Nursing students' perceptions about effective pedagogy: Netnographic analysis. JMIR Medical Education, 7(2), e27736.
Foster, S. (2024). Recognising the benefits and challenges of simulated practice learning. British Journal of Nursing, 33(17), 851.
https://doi.org/10.12968/bjon.2024.0324
Graham, C. (2012). Blended learning systems: Definition, current trends, and future directions. In, C. Bonk & C. Graham (Eds), The Handbook of Blended Learning: Global Perspectives, Local Designs. Wiley, San Fransisco. pp. 3 - 21. ISBN 9780787977580
Howes, L. M. (2017). Critical thinking in criminology: critical reflections on learning and teaching. Teaching In Higher Education, 22(8). 891 - 907.
https://doi.org/10.1080/13562517.2017.1319810
INACSL. (2016). INACSL Standards of Best Practice: SimulationSM Simulation Glossary. Clinical Simulation in Nursing, 12, 39-47.
https://doi.org/10.1016/j.ecns.2016.09.012
Jeffries, P. (2022). The NLN Jeffries Simulation Theory (2nd edition ed.). National League for Nursing, USA.
Jones, R., & Bursens, P. (2015). The effects of active learning environments: How simulations trigger affective learning. European Political Science, 14, 254-265.
https://doi.org/10.1057/eps.2015.22
Kazoka, D. & Pilmane, M. (2024). Testing and Strategies of the Anatomage Table Use in Teaching Physical Anthropology. Society, Integration and Education. Proceedings of the International Conference 2024. 103 - 115.
https://doi.org/10.17770/sie2024vol1.7864
Kldiashvili, E., Al-Rustum, S., Denekens, J. & Van Rossum, H. (2024). The impact of Anatomage tables on writing of medical students' case reports: A comparative study. Health Science Reports. 1 - 5. https://doi.org/10.1002/hsr2.70013
Kumar, A., Krishnamuthi, R., Bhatia, S., Kaushik, K., Ahuja, N., & Nayyar, A. (2021). Blended learning Tools and practices: A Comprehensive Analysis. IEEE Access 9, 85151 - 85197.
https://doi.org/10.1109/ACCESS.2021.3085844
Mattijssen, E., Witteman, C., Berger, C. & Stoel, R. (2020) Assessing the frequency of general fingerprint patterns by fingerprint examiners and novices. Forensic Science International, 313.1 -11.
https://doi.org/10.1016/j.forsciint.2020.110347
Müller, C. & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review 34.
https://doi.org/10.1016/j.edurev.2021.100394
Pagnucci, N., Carnevale, F.A., Bagnasco, A. et al. A cross-sectional study of pedagogical strategies in nursing education: opportunities and constraints toward using effective pedagogy. BMC Medical Education 15, 138 (2015).
https://doi.org/10.1186/s12909-015-0411-5
Nestel, D., & Gough, S. (2017). Designing simulation-based learning activities: A systematic approach. In D. Nestel, M. Kelly, B. Jolly & M. Watson (Eds.), Healthcare Simulation Education (pp. 135-142). Wiley.
https://doi.org/10.1002/9781119061656.ch18
Piaget, J. (1976). Piaget's Theory. In B. Inhelder, & H. H. Chipman (Eds.), Piaget and His School (pp. 703-710). Springer.
https://doi.org/10.1007/978-3-642-46323-5_2
Pilcher, J., Goodall, H., Jensen, C., Huwe, V., Jewell, C., Reynolds, R., & Karlsen, K. A. (2012). Special focus on simulation: educational strategies in the NICU: simulation-based learning: it's not just for NRP. Neonatal Network, 31(5)
https://doi.org/10.1891/0730-0832.31.5.281
Salje, J. (2024). Cocreation With Prelicensure Nursing Students of a Simulated Practice Placement. Nurse Educator, 49(2), E92-E96.
https://doi.org/10.1097/NNE.0000000000001502
Salje, J., & Moyo, M. (2023). Implementation of a virtual student placement to improve the application of theory to practice. British Journal of Nursing, 32(9), 434-441.
https://doi.org/10.12968/bjon.2023.32.9.434
Salje, J., & Moyo, M. (2024). Do virtual placements work in nurse education? A cohort study into strengths and limitations. International Journal of Healthcare Simulation, 1 - 10.
https://doi.org/10.54531/SWQM4476
Schram, P., Shwartz, J. & Tibbetts, S. (2023). Introduction to Criminology. Why do they do it? Sage Publications: Los Angeles.
Snyder, K. D. (2003). Ropes, poles, and space: Active learning in business education. Active Learning in Higher Education, 4(2), 159-167.
https://doi.org/10.1177/1469787403004002004
Sutherland, E. H., Cressey, D. R. & Luckenbill, D. F. (1992). Principles of Criminology 11th ed. General Hall: Oxford.
Thurgood, M. (2020). Transforming Pedagogy in Criminology. In Palmer, D. (Ed) Scholarship of Teaching and Learning in Criminology. Palgrave Macmillan: Switzerland. pp. 17 - 35.
https://doi.org/10.1007/978-3-030-35158-8_2
Van de Pol, J., Volman, M. & Beishuizen, J (2010). Scaffolding in Teacher-Student Interaction. A Decade of Research. Education Psychology Review, 22, 271 - 296. https://doi.org/10.1007/s10648-010-9127-6
https://doi.org/10.1007/s10648-010-9127-6
Wang, Q.Y. (2009a). Guiding teachers in the process of ICT integration: Analysis of three conceptual models. Educational Technology, 49 (5), 23-27. https://www.jstor.org/stable/44429714
Wang, Q. (2019). Developing a Technology-Supported Learning Model for Elementary Education Level. Elementary School Forum (Mimbar Sekolah Dasar), 6(1), 141-146. https://doi.org/10.1109/ICAIE.2010.5641449
https://doi.org/10.1109/ICAIE.2010.5641449
Zackariasson, M. (2019). Encouraging Student Independence: Perspectives on scaffolding in Higher Education. Journal of Applied Research in Higher Education, 12(3), 495 - 505.
https://doi.org/10.1108/JARHE-01-2019-0012
Zain, F. M. & Sailin, S. N. (2020). Students Experience with Flipped Learning Approach in Higher Education. Universal Journal of Educational Research, 8(10), 4946 - 4958.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Nigel Lee, Joelle Salje
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
