Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes

Abstract

SummaryE-learning approaches are incorporated in many undergraduate nursing programmes but there is evidence to suggest that these are often piecemeal and have little impact on the wider, nurse education curriculum. This is consistent with a broader view of e-learning within the higher education (HE) sector, which suggests that higher education institutions (HEIs) are struggling to make e-learning a part of their mainstream delivery (HEFCE, 2005). This article discusses some of the challenges that face contemporary nurse education and seeks to account for reasons as to why elearning may not be fully embedded within the undergraduate curriculum. These issues are considered within a wider debate about the need to align e-learning approaches with a shift towards a more student focused learning and teaching paradigm. The article goes on to consider broader issues in the literature on the adoption, embedding and diffusion of innovations, particularly in relation to the value of collaboration. A collaborative, team-based approach to e-learning development is considered as a way of facilitating sustainable, responsive and multidisciplinary developments within a field which is constantly changing and evolving.

Digital lecture recording: A cautionary tale

“…The range of IT support for tertiary learning, including within nursing curricula is steadily increasing (Maag, 2004;Maag, 2005;. Given student satisfaction with the integration of technologies such as digital recordings into tertiary learning and teaching environments locally and internationally (Cooke, et al, 2012;Kiteley and Ormrod, 2009;Lu et al, 2009) it seems unlikely that even the most negative reports of impact on academic performance will see them removed from university offerings. Mildly negative impacts of IT supports such as those reported in this study merely direct academic staff to consider supplementing IT course-enhancements like digital recordings with ongoing support to ensure that they are most effectively used by student populations.…”

“…Studies have indicated that students feel online activities enhance their learning, give them tools to practice learning and allow them to study at their own pace (Koch et al, 2010). However, students still appear to largely prefer face-toface lectures, but consider it optimal if online lectures supplement, rather than replace, the traditional mode of contact teaching (Cooke et al, 2012;Kiteley and Ormrod, 2009;Salamonson and Lantz, 2005).…”

“…Particularly in the 'science' areas of nursing curricula, often an area of concern and trepidation for students (Clancy et al, 2000;Johnston and McAllister, 2008), lecture recordings can serve as an ongoing revision tool for concerned students, as well allowing students to work at their own pace. Literature suggests overwhelmingly that digital recording of lectures is one way to enable students to interact with lecture material in a flexible manner (Cooke, et al, 2012;Kiteley and Ormrod, 2009;McNulty et al, 2009;Scanlon, et al, 2004). Such technologies have been incorporated into nursing education with success (Billings, et al, 2005;Buckley, 2003;Jang, et al, 2005;Kevern and Webb, 2004;Wharrad et al, 2005).…”

“…Student perception of online lecture presentation is overwhelmingly positive (Massingham and Herrington, 2009;McNeill, et al, 2007;Phillips, et al, 2007;Soong et al, 2006). While academics are voicing concerns about the impact of the supplementation (Phillips, et al, 2007) or replacement (Gosper et al, 2006;McNeill, et al, 2007) of live lectures with recorded lectures, studies conducted thus far appear to negate their concerns, at least in terms of student performance (Kiteley and Ormrod, 2009). Students report on par or better understanding and achievement in courses with on-line support (Gosper, et al, 2006;Massingham and Herrington, 2009).…”

Temel Hemşi̇reli̇k Beceri̇si̇ Eği̇ti̇mi̇nde Bi̇r Yeni̇li̇k: Web Tabanli

“…•Özellikle çalışan öğrenciler için eğitim zamanını ailesi, işi gibi sorumlulukları göz önüne alarak istedikleri zamana göre seçmelerine olanak tanıması (Horiuchi, Yaju, Koyo and Sakyo 2009;Kala, Isaramalai and Pohthong 2010;Kiteley and Omrod 2009).…”