scholarly journals A Clinical Teaching Blended Learning Program to Enhance Registered Nurse Preceptors’ Teaching Competencies: Pretest and Posttest Study

2021 ◽  
Vol 21 (S1) ◽  
pp. 2
Author(s):  
Vivien Xi Wu
Keyword(s):  
Blended Learning ◽  
Registered Nurse ◽  
Clinical Teaching ◽  
Learning Program ◽  
Teaching Competencies ◽  
Nurse Preceptors

scholarly journals A Clinical Teaching Blended Learning Program to Enhance Registered Nurse Preceptors’ Teaching Competencies: Pretest and Posttest Study

10.2196/18604 ◽  
2020 ◽  
Vol 22 (4) ◽  
pp. e18604
Author(s):  
Xi Vivien Wu ◽  
Yuchen Chi ◽  
Umadevi Panneer Selvam ◽  
M Kamala Devi ◽  
Wenru Wang ◽  
...  
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Clinical Teaching ◽  
Teaching Competencies ◽  
Web Based ◽  
Clinical Competencies ◽  
Web Based Learning ◽  
Teaching Competence ◽  
Nurse Preceptors ◽  
Case Based

Background Clinical nursing education provides opportunities for students to learn in multiple patient care settings, receive appropriate guidance, and foster the development of clinical competence and professionalism. Nurse preceptors guide students to integrate theory into practice, teach clinical skills, assess clinical competencies, and enhance problem-solving and critical thinking skills. Previous research has indicated that the teaching competencies of nurse preceptors can be transferred to students’ clinical learning to enhance their clinical competencies. Objective This study aimed to develop a clinical teaching blended learning (CTBL) program with the aid of web-based clinical pedagogy (WCP) and case-based learning for nurse preceptors and to examine the effectiveness of the CTBL program on nurse preceptors’ clinical teaching competencies, self-efficacies, attitudes toward web-based learning, and blended learning outcomes. Methods A quasi-experimental single-group pretest and posttest design was adopted. A total of 150 nurse preceptors participated in the CTBL program, which was conducted from September 2019 to December 2019. A set of questionnaires, including the clinical teaching competence inventory, preceptor self-efficacy questionnaire, attitudes toward web-based continuing learning survey, and e-learning experience questionnaire, was used to assess the outcomes before and after the CTBL program. Results Compared with the baseline, the participants had significantly higher total mean scores and subdomain scores for clinical teaching competence (mean 129.95, SD 16.38; P<.001), self-efficacy (mean 70.40, SD 9.35; P<.001), attitudes toward web-based continuing learning (mean 84.68, SD 14.76; P<.001), and blended learning outcomes (mean 122.13, SD 14.86; P<.001) after the CTBL program. Conclusions The CTBL program provides a comprehensive coverage of clinical teaching pedagogy and assessment strategies. The combination of the WCP and case-based approach provides a variety of learning modes to fit into the diverse learning needs of the preceptors. The CTBL program allows the preceptors to receive direct feedback from the facilitators during face-to-face sessions. Preceptors also gave feedback that the web-based workload is manageable. This study provides evidence that the CTBL program increases the clinical teaching competencies and self-efficacies of the preceptors and promotes positive attitudes toward web-based learning and better blended learning outcomes. The health care organization can consider the integration of flexible learning and intellect platforms for preceptorship education.

The Management of Teaching in Online and Blended Learning Applied in the Project “Modern Competences of Academic Teachers – the Key to Modern Higher Education Institutions” – Acronym MOCAT

2021 ◽  
Vol 29 (4) ◽  
pp. 390-401
Author(s):  
Roxana Stefanescu ◽  
◽  
Mariana Iatagan ◽  
Cristian Uta
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Teaching Methodology ◽  
Teaching Competencies ◽  
Training Materials ◽  
Wide Range ◽  
Academic Teachers ◽  
Academic Teacher

The management of teaching is connected and could be increased by using a wide range of different methods especially when we refer to Online and Blended learning. In the first part, the paper is aiming at reviewing the literature regarding the concepts and benefits of Online and Blended learning. Based on this considerations, 8 partner universities from 8 countries jointly developed the Project “Modern competences of academic teachers – the key to modern Higher Education Institutions (HEI)” – Acronym MOCAT. The paper underlines the goals and achievements of the MOCAT project that proposes a conceptual process to increase the management performance in teaching. The paper shows in an organized manner the main deficiencies that are altering the teaching competencies of academic teachers and in connection with this, the project offers solutions to improve the methodological competency of the teachers regarding the development and use of modern approaches. The outcomes of the project consist in the development and implementation of a Multicultural Model of an Academic Teacher Competencies and in 10 online courses that represent modern training materials in the field of teaching methodology. In the end are exposed the way the results of the project can be evaluated in time as well as the anticipated effects of the project implementation.

scholarly journals Engaging Multiple Teams to Design a Blended Learning Course

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Monica W. Tracey ◽  
Tamme Quinn Grzebyk
Keyword(s):  
Blended Learning ◽  
Stakeholder Involvement ◽  
Design Teams ◽  
Parenting Skills ◽  
Learning Program ◽  
Web Based ◽  
Design Case ◽  
Based Instruction ◽  
Novice Students ◽  
Made In

In the following design case, a blended learning program was designed and developed for parents interested in improving their parenting skills with their children. Numerous design teams developed the program, consisting of both synchronous live events and asynchronous web-based instruction. Teams were comprised of novice students, professors, and expert designers. This design case explores the design space and design decisions made in light of varied and unique stakeholder involvement. It also illustrates the products developed.

scholarly journals Blended learning program for the development of skills in the aspiration of artificial airways

2021 ◽  
Vol 29 ◽  
Author(s):  
Aldenora Laísa Paiva de Carvalho Cordeiro ◽  
Fernanda Titareli Merizio Martins Braga ◽  
Luciana Regina Ferreira da Mata ◽  
Karina Dal Sasso Mendes ◽  
Rafael Cordeiro Fófano ◽  
...  
Keyword(s):  
Blended Learning ◽  
Content Validity ◽  
Nursing Intervention ◽  
Learning Program ◽  
Theoretical Frameworks ◽  
Validity Index ◽  
Perfect Agreement ◽  
Inverted Classroom ◽  
Content Validity Index ◽  
Agreement Coefficient

Objective: to develop and validate a blended learning program, of the inverted classroom type, on the aspiration of artificial airways. Method: applied and methodological research that involved technological production for teaching a Nursing Intervention, based on Vygotsky’s theoretical frameworks and on the Nursing Process. For elaboration and validation, a classic instructional design model was followed. The general and pedagogical requirements were validated, as well as those for videos and interface. For the analysis, the Content Validity Index and the First-order agreement coefficient were used. Results: 34 experts participated, 27 of whom were nurses and seven were professionals in Information Technology. In the nurses’ opinion, the general and pedagogical requirements obtained a Content Validity Index of 0.99 and 0.98 was obtained for the videos and for the interface. The interface for the IT professionals was 0.94. All requirements showed almost perfect agreement. Conclusion: the teaching program was elaborated and validated by experts and constitutes an innovative proposal to train nurses. The mediation of teaching by means of duly validated technologies can favor learning and reaching positive results in the development of skills in the practice of aspiration of artificial airways.

Study of Blended Learning in Higher Education and the Role of Social Media Applications With Special Reference to Vietnam

2021 ◽  
pp. 293-306
Author(s):  
Thanh Hong Lam ◽  
Jaheer Mukthar K. P. ◽  
Lanh Thanh Le ◽  
Hien Thanh Le ◽  
Nam Duy Nguyen ◽  
...  
Keyword(s):  
Social Media ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Traditional Education ◽  
Learning Context ◽  
Learning Program ◽  
Blended Courses ◽  
It Resources ◽  
Media Applications

The present study aims to examine the effect of the combination of learning methods, in which diverse IT resources are applied to facilitate study activities of Vietnamese undergraduate students. The main focus of this study is that in the blended learning context of Vietnam education, the combination of various communication means such as F2F and traditional education technologies can enable the level of engagement of students with the blended courses. The study measured the level of students' engagement in the blended learning program, in which physical classrooms and different IT resources are implemented. The authors distinguish two kinds of IT resources: traditional education technologies and social media applications. It is proposed that while F2F classrooms and traditional education technologies can enable students' engagement, which leads to stronger satisfaction and motivation. Meanwhile, social media applications can intensify those relationships.

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