Transitioning a bachelor of science in nursing program to blended learning: Successes, challenges & outcomes.
To help address the challenges of providing undergraduate nursing education in an accelerated time frame, the Teaching and Transforming through Technology (T3) project was funded to transition a second-degree ABSN program to a blended learning format. The project has explored the use of blended lear...
| Publicado en: | Nurse Education in Practice Vol. 26; pp. 126 - 134 |
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| Autores principales: | , |
| Formato: | abstract research Journal Article |
| Publicado: |
Elsevier B.V.
Sep2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=125117939&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 125117939 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14715953 NZT jtl: Nurse Education in Practice issn: 14715953 maglogo: N pubinfo: dt: Sep2017 vid: 26 pid: 82545 pub: Elsevier B.V. place: Philadelphia, Pennsylvania artinfo: ui: 125117939 125117939 125117939 10.1016/j.nepr.2016.10.006 125117939 ppf: 126 ppct: 8 formats: tig: atl: Transitioning a bachelor of science in nursing program to blended learning: Successes, challenges & outcomes. aug: au: Posey, Laurie Pintz, Christine affil: The George Washington University School of Nursing, 2030 M Street, NW, Suite 300, Washington, DC, 20036, USA sug: subj: Education, Baccalaureate Education, Non-Traditional Teaching Methods Learning Methods Human Literacy Evaluation Student Attitudes Evaluation Pretest-Posttest Design Program Evaluation Faculty Attitudes Evaluation Behavioral Objectives Questionnaires Program Development ab: To help address the challenges of providing undergraduate nursing education in an accelerated time frame, the Teaching and Transforming through Technology (T3) project was funded to transition a second-degree ABSN program to a blended learning format. The project has explored the use of blended learning to: enable flexible solutions to support teaching goals and address course challenges; provide students with new types of independent learning activities outside of the traditional classroom; increase opportunities for active learning in the classroom; and improve students' digital literacy and lifelong learning skills. Program evaluation included quality reviews of the redesigned courses, surveys of student perceptions, pre- and post-program assessment of students' digital literacy and interviews with faculty about their experiences with the new teaching methods. Adopting an established quality framework to guide course design and evaluation for quality contributed to the efficient and effective development of a high-quality undergraduate blended nursing program. Program outcomes and lessons learned are presented to inform future teaching innovation and research related to blended learning in undergraduate nursing education. pubtype: Academic Journal doctype: abstract research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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