Abstract
Emergency nurses in training struggled to transfer their classroom learning into practice regarding traumatic brain injury (TBI). Consequently, secondary brain injury could occur. In this conceptual paper, we combined Tanner’s model of clinical judgement in nursing, the conceptual framework for educational design at the modular level, and knowledge levels to devise a strategy to promote the transfer of learning among emergency nursing students regarding the management of TBIs. Through a guided process, the students first learned the process of analytical clinical reasoning and practiced the process in class and then under supervision in the ED. Finally, they demonstrated their competence and transferal of their knowledge into a realworld environment during a summative assessment task.
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