An evaluation of the impact on student teaching and learning experience of simultaneous delivery of a healthcare CPD module using a hybrid online model

Conference item


Brown, V. and Flaherty, C. 2021. An evaluation of the impact on student teaching and learning experience of simultaneous delivery of a healthcare CPD module using a hybrid online model. Advanced HE - NET 2021. Virtual 01 - 03 Sep 2021
TitleAn evaluation of the impact on student teaching and learning experience of simultaneous delivery of a healthcare CPD module using a hybrid online model
AuthorsBrown, V. and Flaherty, C.
Abstract

The rise of technology-enhanced learning has had a significant impact on the way in which teaching and learning can be delivery and experienced within higher participating in a post-graduate critical care module offered in simultaneous dual delivery (hybrid) mode: face to face in the classroom and on-line virtual classroom. It was postulated that the main benefit of a positive evaluation of this delivery mode was to increase student choice when undertaking healthcare CPD (Continuing Professional Development) modules. Dual delivery using a hybrid mode could ensure healthcare CPD modules in particular post-graduate critical care could become more widely available to students who are geographically distant from the University or for students who may not be able to access traditional F2F modules.
Objectives: To explore healthcare CPD students' positive and negative experiences of participating in a dual delivery postgraduate critical care module combining simultaneous use of the virtual classroom and face-to-face classroom teaching. To establish the impact of the simultaneous use of the virtual classroom and face to face classroom teaching on the healthcare CPD student teaching and learning experience.
Study design: The study design used a qualitative, evaluation
Methodology. Nominal Group Technique was utilised to collect data.
Results: Four themes emerged from analysis of the data on the advantages of hybrid mode: personal and financial, increased CPD provision, lecturer / student interaction, and innovation. Four themes emerged from the data on the disadvantages: technical, reduced student interaction, lecturer accessibility, lecturer experience.
Conclusion:
The coronavirus pandemic has shone a light on the need for more critical care-trained staff which in turn requires there to be more opportunities for staff to access critical care education and training. The hybrid approach to delivery provides the potential to increase the number of critical care nurses able to attend post-registration critical care education and training without needing to access all aspects of training in face-to-face class mode.

ConferenceAdvanced HE - NET 2021
Publication dates
Print03 Sep 2021
Publication process dates
Deposited30 Mar 2022
Accepted20 May 2021
Output statusPublished
Web address (URL)https://www.advance-he.ac.uk/sites/default/files/2021-08/8B%20-%20Learning%2C%20teaching%20and%20assessment%20strategies.pdf
LanguageEnglish
Book titleNET2021 Conference Full Theme Session Abstracts: Theme Session 8B – Learning, teaching and assessment strategies
Permalink -

https://repository.mdx.ac.uk/item/89v96

  • 55
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Export as

Related outputs

Critical thinking in nurse education: exploring critical thinking from the the nurse lecturers' perspective
Flaherty, C. 2022. Critical thinking in nurse education: exploring critical thinking from the the nurse lecturers' perspective. RSSC 2022: Research Students Summer Conference 2022. Middlesex University, UK 22 - 23 Jun 2022
Pedagogy for nursing: challenging traditional theories
Brown, V. and Cunningham, S. 2020. Pedagogy for nursing: challenging traditional theories. in: Cunningham, S. (ed.) Dimensions on Nursing Teaching and Learning: Supporting Nursing Students in Learning Nursing Switzerland Springer. pp. 1-20
Tracheostomy care: the role of the nurse, before, during and after insertion
Flaherty, C. 2020. Tracheostomy care: the role of the nurse, before, during and after insertion. Nursing Standard. 35 (8), pp. 76-82. https://doi.org/10.7748/ns.2020.e11500
Acute care settings
Flaherty, C. and Mehigan, S. 2021. Acute care settings. in: Flaherty, C. and Taylor, M. (ed.) Practice-based learning for Nursing Associates London Learning Matters - an imprint of Sage. pp. 116-130
Embedding virtual and augmented reality as an innovative pedagogy within the Nursing Associate Programme
Flaherty, C., Sharman, J. and Carbonell, E. 2021. Embedding virtual and augmented reality as an innovative pedagogy within the Nursing Associate Programme. RCN Education Forum National Conference & Exhibition 2021: Stepping up: educating the nursing workforce in challenging times. London (Virtual/Online) 20 - 21 Apr 2021
Nursing associate apprenticeship - a descriptive case study narrative of impact, innovation and quality improvement
Taylor, M. and Flaherty, C. 2020. Nursing associate apprenticeship - a descriptive case study narrative of impact, innovation and quality improvement. Higher Education, Skills and Work-based Learning. 10 (5), pp. 751-766. https://doi.org/10.1108/HESWBL-05-2020-0105
'Contract Cheating': an overview of perspectives (academic, student) exploring ways to detect and alleviate contract cheating, considering the roles of registry and technology
Lawson, M., Edwards, J., Bailey, S. and Brown, V. 2017. 'Contract Cheating': an overview of perspectives (academic, student) exploring ways to detect and alleviate contract cheating, considering the roles of registry and technology. Middlesex University Annual Learning and Teaching Conference 2017: Teaching in a Time of Uncertainty. London, UK 08 Sep 2017
Literature review on the use of action research in higher education
Gibbs, P., Cartney, P., Wilkinson, K., Parkinson, J., Cunningham, S., James-Reynolds, C., Zoubir, T., Brown, V., Barter, P., Sumner, P., MacDonald, A., Dayananda, A. and Pitt, A. 2017. Literature review on the use of action research in higher education. Educational Action Research. 25 (1), pp. 3-22. https://doi.org/10.1080/09650792.2015.1124046
The use of MCQs within team based learning: choosing the right approach to foster student learning
Brown, V., Corbett, K. and Serroukh, I. 2015. The use of MCQs within team based learning: choosing the right approach to foster student learning. Middlesex University Annual Learning and Teaching Conference 2015: Revisiting Assessment. London, UK 13 Jul 2015
The experience of post-qualifying healthcare students of University-based continuing professional development
Brown, V. 2015. The experience of post-qualifying healthcare students of University-based continuing professional development. DProf thesis Middlesex University Institute for Work Based Learning