Teaching and learning innovations for postgraduate education in nursing

Phillips, Diane, Forbes, Helen and Duke, Maxine 2013, Teaching and learning innovations for postgraduate education in nursing, Collegian, vol. 20, no. 3, pp. 145-151, doi: 10.1016/j.colegn.2012.05.003.

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Title Teaching and learning innovations for postgraduate education in nursing
Author(s) Phillips, DianeORCID iD for Phillips, Diane orcid.org/0000-0003-1586-9828
Forbes, HelenORCID iD for Forbes, Helen orcid.org/0000-0001-8826-8156
Duke, MaxineORCID iD for Duke, Maxine orcid.org/0000-0003-1567-3956
Journal name Collegian
Volume number 20
Issue number 3
Start page 145
End page 151
Total pages 7
Publisher Elsevier
Place of publication Amsterdam, The Netherlands
Publication date 2013-09
ISSN 1322-7696
Keyword(s) blended learning
Summary This paper begins with a literature review of blended learning approaches, including the creation of learning spaces in the online environment and the model of community of inquiry and collaborative learning promoted by Garrison and others. This model, comprising of three elements including ‘social presence’, ‘cognitive presence’ and ‘teaching presence’, guides academics in the development and delivery of quality programs designed to enhance each student’s experience of their course. The second part of this paper is the application of blended learning for the Deakin University Master of Nursing Practice (Nurse Practitioner), including a range of online independent learning activities, Elluminate Live use (a real time online program) and on-campus contact with students. The application of these flexible and innovative online modalities offered in this course, have been designed to promote quality learning experiences for students around their employment commitments and lifestyle factors. As an off-campus course, the Master of Nursing Practice (Nurse Practitioner) presents as a more flexible option for nurses residing in various parts of Australia. The three core elements of the model of community of inquiry and collaborative learning by Garrison and others have been integrated through online teaching and learning access and face-to-face contact for one day in two trimesters of the academic year. The success of blended learning approaches are underpinned by effective communication and interactions between both academics and students.
Language eng
DOI 10.1016/j.colegn.2012.05.003
Field of Research 130209 Medicine, Nursing and Health Curriculum and Pedagogy
Socio Economic Objective 920210 Nursing
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2013, Elsevier
Persistent URL http://hdl.handle.net/10536/DRO/DU:30046109

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Created: Thu, 12 Jul 2012, 11:47:56 EST by Jane Moschetti

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