E-Learning and Blended-Learning Program in Wound Care for Undergraduate Nursing Students.
Background: Due to an increasing number of undergraduate students in a Bachelor of Nursing Science program, the existing teaching modalities in wound care were shifted into blended- and e-learning units. The aim is to present the development and implementation of a blended- and e-learning wound care...
| Publicado en: | Journal of Nursing Education Vol. 61; no. 1; pp. 53 - 58 |
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| Autores principales: | , , , , , |
| Formato: | tables/charts Journal Article |
| Publicado: |
SLACK Incorporated
Jan2022
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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=154664861&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 154664861 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01484834 4C7 jtl: Journal of Nursing Education issn: 01484834 maglogo: N pubinfo: dt: Jan2022 vid: 61 iid: 1 pid: 1693 pub: SLACK Incorporated place: Thorofare, New Jersey artinfo: ui: 154664861 154664861 154664861 10.3928/01484834-20211203-03 154664861 ppf: 53 ppct: 5 formats: tig: atl: E-Learning and Blended-Learning Program in Wound Care for Undergraduate Nursing Students. aug: au: Bobbink, Paul Teixeira, Celina Marques Charbonneau, Lucie Chabal, Laurent Guex, Carole Probst, Sebastian sug: subj: Wound Care Education Students, Nursing, Baccalaureate Online Education Program Development Education, Nursing Curriculum Development Student Satisfaction ab: Background: Due to an increasing number of undergraduate students in a Bachelor of Nursing Science program, the existing teaching modalities in wound care were shifted into blended- and e-learning units. The aim is to present the development and implementation of a blended- and e-learning wound care curriculum in an actual nursing program. Method: The development of the blended- and e-learning units is based on literature reviews and expert discussions. The process was guided by the learning outcomes defined by the European Wound Management Association. The implementation was planned for 3 years. Results: All 14 learning units were developed and implemented using 12 blended and two e-learning units. Flipped classrooms using asynchronous e-learnings and workshops with clinical wound care specialists were used for blended learning. Conclusion: Blended and e-learning are valuable modalities to provide flexibility and deliver learning units based on the latest evidence. The effectiveness of this curriculum needs to be investigated. [J Nurs Educ. 2022;61(1):53–57.] pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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