Abstract：
: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.
journal_name
Nurse Educ Practjournal_title
Nurse education in practiceauthors
Posey L,Pintz Cdoi
10.1016/j.nepr.2016.10.006subject
Has Abstractpub_date
2017-09-01 00:00:00pages
126-133eissn
1471-5953issn
1873-5223pii
S1471-5953(16)30127-5journal_volume
26pub_type
杂志文章abstract：:Adolescent simulated patients (SPs) work in an environment where complex and dynamic power relationships are at play. These relationships differ to those encountered in clinical practice. Instead of health professionals exerting their power from a foundation resting on knowledge, to a patient consumed with worry, SPs ...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2020.102871
更新日期：2020-10-01 00:00:00
abstract：:This paper outlines efforts to improve the teaching and learning methods for research on a second year pre-registration nursing programme in one university in Wales, UK. This focussed on experiential approaches supported by electronic learning resources. A subsequent evaluation aimed to elicit participating students' ...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2007.09.006
更新日期：2008-07-01 00:00:00
abstract：:In this study, the use of a blog in a senior leadership clinical nursing course was analyzed qualitatively through two means; focus group interviews of those using the blog, and analysis of blog content. Initial feelings expressed by students were annoyance and intimidation concerning the blogging assignment. These fe...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2015.07.010
更新日期：2015-11-01 00:00:00
abstract：:This paper advances a notion of incivility as a precursor to a continuum of antisocial acts culminating in bullying behaviour. Clinical teachers (CTs), working with undergraduate nursing students in a variety of clinical settings from a large urban centre, were studied. Using a mixed method design, CTs were asked to d...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2012.05.001
更新日期：2012-11-01 00:00:00
abstract：BACKGROUND:This paper highlights the relevance of psychology for nurses and the issues around the inclusion of psychology as an essential part of nursing education. Considerable international variations in the extent to which psychology is incorporated in nursing education suggest a need for discussion and reflection o...
journal_title：Nurse education in practice
pub_type： 杂志文章,评审
doi：10.1016/j.nepr.2012.03.007
更新日期：2012-11-01 00:00:00
abstract：:The aim of this study was to evaluate the participation of patients in classroom-based teaching within a pre-registration programme. The rationale for the research was based on the view that utilizing patients as active participants in teaching and learn ing experiences allows nurses to gain valuable insight into the ...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1054/nepr.2001.0014
更新日期：2001-06-01 00:00:00
abstract：:The position of Nurse Practitioner is a new role in Nordic countries. The transition from a registered nurse to the Nurse Practitioner role has been reported to be a personal challenge. This study, guided by the Nordic theoretical model for use in the education of advanced practice nurses, represents a unique opportun...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2016.10.005
更新日期：2016-11-01 00:00:00
abstract：:The development of a new nursing curriculum in one Australian university provided the opportunity for academic staff to consider the best ways to integrate the requirements of evidence-based practice (EBP) into nursing education and culminated in the development and conduct of a specific benchmarking project. Data col...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/S1471-5953(03)00068-4
更新日期：2004-09-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2013.08.001
更新日期：2014-03-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2009.01.015
更新日期：2010-01-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2016.01.007
更新日期：2017-05-01 00:00:00
abstract：:Patient teaching is a key component of graduate nursing practice. Nurses sometimes believe that their undergraduate teaching does not prepare them to engage in effective patient teaching. In addition, nursing students often do not use teaching resources when engaging in patient teaching. The aim of this focused ethnog...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2017.09.008
更新日期：2018-01-01 00:00:00
abstract：BACKGROUND:Training efforts in disaster education need to provide updated knowledge, skills and expertise to nurses through evidence-based interventions. AIM:The purpose of the study was the development, implementation and evaluation of an educational programme for nurses regarding the provision of health care during ...
journal_title：Nurse education in practice
pub_type： 杂志文章,随机对照试验
doi：10.1016/j.nepr.2014.02.001
更新日期：2015-01-01 00:00:00
abstract：:This study explores the experiences of undergraduate nursing students and examiners with the Objective Structured Clinical Examination (OSCE) as an evaluation of physical assessment skills. A mixed methods approach captures participants' perceptions and experiences with the OSCE. The sample consisted of 55 students en...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2019.01.006
更新日期：2019-02-01 00:00:00
abstract：:This phenomenological study explores and describes the 'lived' experiences of general student nurses on their first clinical placement in an Irish School of Nursing. The research question: 'What are the experiences of general student nurses on their first clinical placement?' provided the focus for the study. In-depth...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2005.04.001
更新日期：2005-11-01 00:00:00
abstract：:To improve quality and safety in healthcare, national and international organizations have called for students to receive dedicated training in interprofessional communication and collaboration. We developed a simulation for nurse-midwifery and nurse-anesthesia students, using the Core Competencies for Interprofession...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2015.02.001
更新日期：2015-07-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章,评审
doi：10.1016/j.nepr.2020.102945
更新日期：2020-11-28 00:00:00
abstract：:Debate has been shown to develop critical thinking skills, enhance communication, and encourage teamwork in a range of different disciplines, including nursing. The objective of this study was to explore students' perceptions of the educational value of debate. A semi-structured focus group was conducted with 13 under...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2019.102681
更新日期：2020-01-01 00:00:00
abstract：:The value of course evaluations has been debated since they frequently fail to capture the complexity of education and learning. Group Concept Mapping (GCM), a participant-centred mixed-method was explored as a tool for evaluation and development in nursing education and to better understand students' learning experie...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2016.08.006
更新日期：2016-09-01 00:00:00
abstract：BACKGROUND:Caring for patients at the end of life is an emotionally and physically challenging task. When patients approach the end of life, nurses are in a key position to enhance their quality of life by providing emotional support and physical symptom management. Patients and their families need nurses who are comfo...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2014.03.009
更新日期：2014-09-01 00:00:00
abstract：:Domestic violence is a global public health issue. Midwives are ideally placed to screen for, and respond to, disclosure of domestic violence. Qualified midwives and midwifery students report a lack of preparedness and low levels of confidence in working with women who disclose domestic violence. This paper reports th...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2017.05.006
更新日期：2018-01-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2019.102631
更新日期：2019-10-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2008.10.015
更新日期：2009-03-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2019.07.001
更新日期：2019-07-01 00:00:00
abstract：:Active Clinical Training Approach (ACTA) is a newly developed theoretical model of active learning to promote self-directed learning through integrating the process, person, and context model. This study aimed to assess whether the use of Active Clinical Training Approach (ACTA) increases students' engagement in clini...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2020.102893
更新日期：2020-11-01 00:00:00
abstract：:Prior to the Covid-19 global pandemic, we reviewed literature and identified comprehensive evidence of the efficacy of blended learning for pre-registration nursing students who learn across distances and/or via satellite campuses. Following a methodological framework, a scoping literature review was undertaken. We se...
journal_title：Nurse education in practice
pub_type： 杂志文章,评审
doi：10.1016/j.nepr.2020.102775
更新日期：2020-03-01 00:00:00
abstract：:Nursing research, education, and mentoring are effective strategies to enhance and generate nursing knowledge. In order to explore new opportunities using an international and interdisciplinary approach, a Center for Nursing Research (CNR) was developed at Kean University a public institution for higher education in t...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2012.08.004
更新日期：2013-03-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2016.12.002
更新日期：2017-01-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2010.10.010
更新日期：2011-03-01 00:00:00
abstract：:In order to enhance their capabilities in clinical risk management (CRM) and to be integrated into safe and effective patient safety organisational processes and systems, neophyte graduate nurses need to be provided with pertinent information on CRM at the beginning of their employment. What and how such information s...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2006.08.009
更新日期：2007-07-01 00:00:00
