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IBLC11-Abstract-Empowering, supporting and motivating the learner by developing an interactive, academically structured, problem-based blended learning approach to l

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Nannayi Dakat
16 May 2011

Author: Mrs Alison Hasselder

Abstract:

Nursing demands critical thinking skills to respond effectively within a rapidly changing healthcare environment. The future nurse requires openness, creativity, skills of enquiry; knowledge, reflexivity and the confidence to further develop clinical practice (Gopee 2002; Knowles & McGloin 2007). Hence the nurse must evidence competence in academic skills and the research process.

This presentation will discuss the implementation of an acute care module within a new adult nursing curriculum at University Campus Suffolk (UCS). This was the first time a module had been delivered in the adult branch using a substantial amount of e learning. The project design aimed to encourage the development of the critical thinking skill set. It aimed to empower, support and motivate the student to be a responsible, engaged learner.

This creative and structured blended learning project was delivered on a small budget. The project design utilised the principles of academic scaffolding: carefully managed and timely feedback; student monitoring to support engagement; interactive learning activities and problem-based podcasts, which created stories to provide a theory-practice link. The structure and interactive stories afforded continuity between face-to-face and on-line sessions.

The project created an enhanced learning experience for the student. It improved their relationship with on-line learning; increased on-line library engagement and promoted a more student-centred learning approach. The student gained more control of their learning and developed, through reflection, cognisance regarding their learning requirements.

However, to support student engagement required a change in staff knowledge and work practices. This was addressed through mentorship, staff development and approaching staff timetabling differently. The current challenge is to further develop this successful project, implementing it across the division of pre-registration nursing and UCS.

References

Gopee, N. (2002) Demonstrating critical analysis in academic assignments. Nursing Standard. 16(35) p.45-52.

Knowles, J. and McGloin, S. (2007) Developing critical analysis skills in academic writing. Nursing Standard. 21 (52), p35-37.

Keywords: Blended learning, Podcasts, academic structure, student engagement

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