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Empowering, supporting and motivating the learner by developing an interactive, academically structured, problem-based, blended learning approach to link the theory and practice of adult nursing. Alison Hasselder Senior lecturer Jean Mullin Lecturer Rowena Harland Lecturer
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Empowering, supporting and motivating the learner by developing an interactive, academically structured, problem-based, blended learning approach to link the theory and practice of adult nursing.
Alison Hasselder Senior lecturer
Jean Mullin Lecturer
Rowena Harland Lecturer
Adult Branch Nursing
New curriculum for adult nurse programme.
Pioneering new teaching and learning strategy with substantial amount of e-learning.
Level 5 acute module aiming to develop critical thinking skills, linking theory with practice.
Aim to enhance student engagement with the Virtual Learning Environment (VLE).
Skills of enquiry
Confidence /Innovation in clinical practice
(Gopee 2002; Knowles & McGloin 2007).
Face-to-face session on first day to show them how to access and learn from the materials.
Encouraging emails & or face-to-face contact if students were not completing the material.
Simple structure of the materials to encourage engagement
After each session students completed an on-line evaluation survey.
Evaluations reviewed and acted upon whilst students were working on later sessions.
Team met and brain stormed regularly.
All sessions were edited before going on-line.
Materials to support how to learn on-line.
Decreased the number of discussion boards.
Changed some activities to encourage critical thinking.
Multiple attempts at quizzes.
Not too much on one page.
Persistent links to articles increased library on-line activity.
Time to write materials.
Clear web plan.
Editors and writers.
Sharing good practice.
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.