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BLENDED LEARNING IN PRE-REGISTRATION NURSING EDUCATION. Professor Jennifer Boore School of Nursing. CHALLENGES. Those arising from the numbers of nurses required and the nature of nursing Necessity of effective use of limited placements

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Blended learning in pre registration nursing education
BLENDED LEARNING IN PRE-REGISTRATION NURSING EDUCATION

Professor Jennifer Boore

School of Nursing


Challenges
CHALLENGES

  • Those arising from the numbers of nurses required and the nature of nursing

  • Necessity of effective use of limited placements

  • Those arising from the regulation of Nursing  structural constraints

    one-year CFP & two year Branch Programme

    • 50/50 split theory and practice, in CFP and Branch;

    • at least 4600 hours, minimum 2300 hours practice

    • Bursary conditional on 45-week academic year

    • all parts of CFP must be passed within 12 weeks of entering Branch


Boore

a programme is needed for large numbers of students, within fairly rigid structural constraints, incorporating a complex pattern of theoretical and clinical learning, and preparing a caring professional nurse able to contribute to society


Drivers for innovation
DRIVERS FOR INNOVATION fairly rigid structural constraints, incorporating a complex pattern of theoretical and clinical learning, and preparing a caring professional nurse able to contribute to society

  • Move from intake of 40  260

  • 2 campus operation (ME & CE)

  • Problems in teaching and monitoring progress of large numbers of students

  • Difficulties with certain subjects

  • Technological and educational developments within UU (Campus One)


Preliminary work
PRELIMINARY WORK fairly rigid structural constraints, incorporating a complex pattern of theoretical and clinical learning, and preparing a caring professional nurse able to contribute to society

  • Concepts and Values of School basis for Curriculum Framework

  • Themes running through programme

  • Define parameters set by NMC and UU

  • Reach staff agreement on approach to be used – status quo not an option

  • Business case presented to UU


Boore

THEMES THROUGH COURSE fairly rigid structural constraints, incorporating a complex pattern of theoretical and clinical learning, and preparing a caring professional nurse able to contribute to society

Six themes running through programme:

  • Reflective and proficient practice

  • Theoretical and professional issues

  • Communication teaching and learning

  • Leadership and management

  • Health and its determinants

  • Research and evidence informed practice


Theme development
THEME DEVELOPMENT fairly rigid structural constraints, incorporating a complex pattern of theoretical and clinical learning, and preparing a caring professional nurse able to contribute to society

  • Each theme developed in units of study through programme

  • Place of units in programme mapped

  • Each unit of 5, 10 or 15 credits(each credit  10 hours of study

  • Units grouped into 30-credit modules


Boore

BLENDED LEARNING fairly rigid structural constraints, incorporating a complex pattern of theoretical and clinical learning, and preparing a caring professional nurse able to contribute to society

Decision: blended learning of Elearning with groupwork + placement

  • Elearning developed by staff – good use of expertise of School of Research Institute

  • Groupwork for all units Students in groups of  40 students with 3 Group Facilitators

  • Placement


Boore

Elearning fairly rigid structural constraints, incorporating a complex pattern of theoretical and clinical learning, and preparing a caring professional nurse able to contribute to society

Groupwork

Knowledge and Understanding within six themes of study

Application and integration of knowledge

SKILLS

Placement

Development of Values

Integration and application of Knowledge, Skills and Values in practice


The staff journey
THE STAFF JOURNEY fairly rigid structural constraints, incorporating a complex pattern of theoretical and clinical learning, and preparing a caring professional nurse able to contribute to society

  • Traditional teacher  group facilitator,

  • Many wary of degree and type of change BUT all agreed ‘status quo was not an option’

  • Working through stages of change.

  • Away-day:

    • most opposed to proposed changes moved to neutral position

    • many moved to positive stance.

    • as materials came on-line, still neutral became enthusiastic

  • Staff development

    • Development of Elearning Materials

    • Small Group Facilitation


Boore

INFORMAL EVALUATION fairly rigid structural constraints, incorporating a complex pattern of theoretical and clinical learning, and preparing a caring professional nurse able to contribute to society

  • Academic and clinical staff report better student performance than previously

  • Academic results at end of semester 1 better than previous years

  • Returning students reported

    • feeling more in control of their learning,

    • gaining more immediate feedback

    • receiving better support than previously

  • Staff enjoy teaching, gain greater satisfaction