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
Background
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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.
Small budget
Aim to enhance student engagement with the
Virtual Learning Environment (VLE).
Critical Skills Set
Openness
 Creativity
 Skills of enquiry
 Knowledge
 Reflexivity
 Confidence /Innovation in clinical practice
(Gopee 2002; Knowles & McGloin 2007).
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Product
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12 on-line sessions, using
blackboard tools.
Clearly timetabled and linked
to face-to-face sessions.
Academic scaffolding.
All on-line sessions had the
same structure.
Icons used to guide students
through the activities.
Interactive story podcasts with
images
Motivating the learner
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Engage the learner by linking
theory to practice.
Interactive patient podcasts that
told a story.
Podcasts on line linked to
Problem-based learning (PBL) in
class.
Regular Feedback that
encouraged critical thinking.
Easy to access materials
Task manager and calendar used
to facilitate time management.
Example of podcast
Empowerment
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Student’s responsibility to complete task
manager.
Developing the individual learner.
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Resources for further reading/development.
Opportunity to revisit materials.
Rational for learning.
Example of resources
Home Page/menu
Support
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Face-to-face session on first day to show
them how to access and learn from the
materials.
Student monitoring.
Encouraging emails & or face-to-face contact
if students were not completing the material.
Simple structure of the materials to
encourage engagement
Example
Example
Evaluation of Project
How
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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 online.
Evaluation of project
Student feedback
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“ I enjoyed listening to the virtual case studies as it is easier to relate to real life
situations.”
“Relation between theory and practice via podcasts and case study”
“The set out of the session, it was organised and I knew what I was trying to
achieve at each point.”
“well constructed in a manner that was easy to follow and understand. The
provision of the resources materials made it a lot easier to complete the VLE. A
lot of efforts has definitely been put into this.”
“I enjoyed the virtual interaction of the patient, nurse and doctor.”
“I liked the way the story built-up. It is a clever way of putting over a scenario
that engaged you with both patient and the healthcare professionals, from preadmission to assessment, diagnosis, treatment and care”.
“It applied A & P to an actual patient.”
Evaluation: what we changed/learnt.
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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.
Monitor students.
Persistent links to articles increased library
on-line activity.
Changes required to support new ways
of working.
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Staff training.
Mentoring.
Time to write materials.
Session template.
Clear web plan.
Editors and writers.
Sharing good practice.
References
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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.