Proposal Title

1 - A Blended Approach to Health and Healing: Results from a Case Study

Presentation Type

Speed Presentation

Location

OM 3612

Start Date

18-2-2020 2:55 PM

End Date

18-2-2020 3:35 PM

Proposal Abstract

In this presentation, the presenters will share results from a case study which seeks to address the following research questions: To what extent was a blended learning approach effective in helping Nursing students enhance their knowledge of Evidence-based Nursing Practice (EBNP) in a second-year undergraduate Nursing course? To what extent was the presence of a research coach helpful for second-year undergraduate Nursing students in preparing a scholarly research paper? Review. We have reviewed the recent literature on evidence based practice, blended learning technology, and moodle learning to inform our teaching practices, delivery of the course, and case study approach. Theoretical framework. We applied an experiential learning about the learner experiencing learning for themselves and learning from them (Kolb 1984). Methods. In winter 2019, students in a second-year Nursing course at TRU participated in a blended delivery of NURS 2830 – Health and Healing IV: Health Challenges / Healing Initiatives. Students worked with a third-year level undergraduate research coach who helped students complete learning activities on the Moodle learning management software which were designed to help them develop understanding, knowledge, and skills needed to be successful in writing their scholarly research papers. This blended approach was meant to students enhance their knowledge of evidence-based nursing practice. The case study approach used by the students were learning by understanding their experiences, reflecting on the learning activities using the course moodle and group work in class and thereby, modifying their learning behaviors. This provided a concrete experience about students immersing in learning, engaging with peers, reflecting on the objectives, conceptualizing the process of evidence informed knowledge and experimenting blended learning. Results. The findings speak to the student’s readiness to capture, select, and organize their learning experiences and resources for reflection and transferring evidence informed knowledge to the practices in health and healing. Conclusion. The case study shows that students were able to gather evidence based articles and communicate them on the moodle forum and group discussion tailored to the concepts of health and healing. A demonstration of the technologies used in the blended delivery will be provided, as will a discussion of plans to offer a second delivery of the blended course with a potentially larger cohort of students. Implications. The use of blended learning draws meaning and insight into student’s learning, connects students to new information using an inquiry based learning through a digital teaching technology. Key words. blended learning approach, evidence-based practice, undergraduate nursing students, research coach, scholarly paper Reference. Kolb, DA (1984) Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice-Hall.

Statement

This presentation should align well with Colloquium Sub-Themes:

Opening Up ; Connection, Engagement, and Exploration; Current Trends; Thinking Locally, Acting Globally

This presentation speaks to a blended learning approach in a face to face Nursing course among a small cohort of students; this approach may prove to be viable for use among larger groups of students in the future.

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Feb 18th, 2:55 PM Feb 18th, 3:35 PM

1 - A Blended Approach to Health and Healing: Results from a Case Study

OM 3612

In this presentation, the presenters will share results from a case study which seeks to address the following research questions: To what extent was a blended learning approach effective in helping Nursing students enhance their knowledge of Evidence-based Nursing Practice (EBNP) in a second-year undergraduate Nursing course? To what extent was the presence of a research coach helpful for second-year undergraduate Nursing students in preparing a scholarly research paper? Review. We have reviewed the recent literature on evidence based practice, blended learning technology, and moodle learning to inform our teaching practices, delivery of the course, and case study approach. Theoretical framework. We applied an experiential learning about the learner experiencing learning for themselves and learning from them (Kolb 1984). Methods. In winter 2019, students in a second-year Nursing course at TRU participated in a blended delivery of NURS 2830 – Health and Healing IV: Health Challenges / Healing Initiatives. Students worked with a third-year level undergraduate research coach who helped students complete learning activities on the Moodle learning management software which were designed to help them develop understanding, knowledge, and skills needed to be successful in writing their scholarly research papers. This blended approach was meant to students enhance their knowledge of evidence-based nursing practice. The case study approach used by the students were learning by understanding their experiences, reflecting on the learning activities using the course moodle and group work in class and thereby, modifying their learning behaviors. This provided a concrete experience about students immersing in learning, engaging with peers, reflecting on the objectives, conceptualizing the process of evidence informed knowledge and experimenting blended learning. Results. The findings speak to the student’s readiness to capture, select, and organize their learning experiences and resources for reflection and transferring evidence informed knowledge to the practices in health and healing. Conclusion. The case study shows that students were able to gather evidence based articles and communicate them on the moodle forum and group discussion tailored to the concepts of health and healing. A demonstration of the technologies used in the blended delivery will be provided, as will a discussion of plans to offer a second delivery of the blended course with a potentially larger cohort of students. Implications. The use of blended learning draws meaning and insight into student’s learning, connects students to new information using an inquiry based learning through a digital teaching technology. Key words. blended learning approach, evidence-based practice, undergraduate nursing students, research coach, scholarly paper Reference. Kolb, DA (1984) Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice-Hall.