May Surawski

LEARNING DESIGN

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Aim• To test & evaluate the effectiveness of using on-line learning technologies to support teaching and student learning in nursing

• Will the implementation of weekly on-line reflective learning logs be useful in the teaching of a medication’s unit to endorsed enrolled nursing students?

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Indications for using on-line technologies• evidence of positive pedagogical reasons for using online technologies to effectively supplement and support student learning and teaching (Ilkay & Zeynep 2014; Innocent 2010; Koehler & Mishra 2009)

• online technologies can create and promote collaborative social learning and sharing environments for participants in the unit

• can highly increase the student’s opportunities for inclusion and involvement in the learning and teaching process

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Indications for using on-line technologies cont…

• According to Biggs (1999), students should be encouraged to provide more of their own interpretation and creation of a more meaningful understanding to the context of the problem• more enjoyable and rewarding learning experience for the

student and the teacher (Biggs, 1999)

• Students have different learning styles (Braungart & Braungart, 2003; Brown, 2004; Emery & Scoggin, 2005; Faber, 2013; Ramsden, 2003)• influential learning theories derived from the works of Kolb &

Bloom

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WHY use weekly on-line reflective learning logs • provides students with an alternate non-traditional method of demonstrating their knowledge and understanding • social networking was the on-learning writing tool that students had the most confidence in using (Mackey, Davis and Dabner, 2012; Miyazoe and Anderson, 2010)• stimulates & encourages a deeper level of intellectual learning from the student• creates a collaborative social learning & open sharing environment for the student to reflect on their own learning & how other students learn • provides the student with a complete electronic record of their personal experiences in learning how to acquire the skill in the unit

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Background• 18 month accelerated endorsed enrolled nurse (EEN) program at an inner Brisbane (TAFE)

• cohort consists predominately of females, matured aged, and from varied ethnic and cultural backgrounds

• laboratory sessions usually comprised of 30-35 students

• following the completion of these face-to-face laboratory activities, it is anticipated that EEN students will be competent in the administration and monitoring of medications with minimal supervision whilst on their clinical placement in an actual clinical setting

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Background cont…• Assessment summary:

• 10 x Weekly clinical skills competency lab (Satisfactory/Unsatisfactory only)

• A medication calculation test (Satisfactory/Unsatisfactory only)

• Written exam (weighting 100%)

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New learning redesign component•Weekly on-line reflective learning log (via SEINE Portal only) (Satisfactory/Unsatisfactory only)

• Following the completion of the unit’s tutorial & lab session:

• Students are required to use the SEINE Portal to actively interact with other peers within the unit and chat regarding their learning for the week

• Students can record as many entries as they like, however, students must have a minimum of two entries (with a maximum total of 200 words) each week relating to the weekly clinical skill that they have learned

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New learning redesign component cont…• student must make an original posting• the original posting must contain information relating to the

student’s personal experience of learning • example:

Example

Satisfactory Unsatisfactory

Original posting (first posting)

I really enjoyed the lab today as we were finally able to give injections. I thought I had injected the needle far enough when when giving the s/c injection. However, the feedback from my lab teacher was that I needed to push the needle further into the manikin. I recognise that I need to do some follow up reading on this technique.

I liked the lab today because we gave injections.

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Second posting• student must respond to another student’s posting• the second posting is to contain information relating to

whether or not if the student agrees or disagrees with another student’s post and provide reason/s as to why (using evidence from the nursing literature to support their decision)• example:Example Satisfactory Unsatisfactory

Second posting (responding to another student’s post)

I did the same thing. I’m glad that it wasn’t just me that found this skill difficult to grasp. Following the lab, I found this article written by Blacksmith (2014) to be very helpful. I think you may find this article to be useful too. This article gives a good overview of how to give injections, and provides some quick tips in site selection and needle selection and what to do to troubleshoot.

I know, giving injections was a lot harder than I thought.

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Learning outcomes • Explain the safety rules and demonstrate the correct and safe techniques of medication administration in the workplace

• Define EEN practice and parameters

• Demonstrate the correct process for the legal validation of a written medication order

• Explain the legal requirements of drug storage and be able to locate the correct drugs.

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Method design• A mixed methodology was utilised

• A questionnaire was designed & distributed

• Total sample size for the study was 10 participants

• Results were entered into a database

• Data was converted from a categorical to quantitative scale

• Two way analysis of variance was conducted

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Data collection• Electronic questionaries

• Divided into 2 sections • First section used a traditional 5 point Likert scale• Included 3 questions • Used to assess if the implementation of the weekly on-line reflective

learning log would impact on the student’s level of engagement and learning within the unit

• Second section used a qualitative approach• Used to assess the strengths & weaknesses of implementing the weekly

on-line reflective learning log into the unit

• Participants:• students (first year nursing students)• colleagues (enrolled within the unit & externally)

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Questionnaire sample (colleagues)The addition of weekly on-line reflective learning log (via SEINE Portal only) will:

Strongly Disagree

Disagree

Neutral Agree

Strongly Agree

Facilitate student’s learning and engagement within the unit

         

Help students to collaborate and develop rapport with their peers within the unit

         

Provide students with more opportunities to expand and develop their skills within the unit

         

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Questionnaire sample cont…• Comments• Strengths of adding an online component to this unit are:

•  Areas for improvement in adding an online component to this unit are:

• Any other comments:

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Questionnaire sample (students)The addition of weekly on-line reflective learning log (via SEINE Portal only) will:

Strongly Disagree

Disagree

Neutral Agree

Strongly Agree

Facilitate my learning and engagement within the unit

         

Help myself to collaborate and develop rapport with my peers within the unit

         

Provide myself with more opportunities to expand and develop my skills within the unit

         

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Questionnaire sample cont…• Comments• Strengths of adding an online component to this unit are:

• Areas for improvement in adding an online component to this unit are:

• Any other comments:

Results• A total of 10 questionaries were distributed

  Students

Colleagues

Total number of questionnaires distributed 5 5

Total number of questionaries successfully completed & returned

5 5

Total number of questionaries not returned 0 2

Percentage total of questionaries successfully completed & returned

100% 100%

Percentage total of questionaries not returned 0% 0%

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Results cont…• Quantitative

• Qualitative

Quantitative results: questionnaire responses

StudentColleag

ue Criterion4 4 Q14 4 Q14 4 Q15 5 Q15 5 Q14 4 Q24 5 Q25 5 Q25 5 Q25 5 Q24 5 Q34 5 Q35 5 Q35 5 Q35 5 Q3

* Transformed 5-point categorical Likert scale to numerical five point scale to enable quantitative analysis

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Hypotheses testedFirst H0 : Sstudents=Scolleagues

Meaning: Students and colleagues do not differ in their opinions on the importance of online learning

Second H0 : Scriteria 1= Scriteria 2= Scriteria 3

Meaning: The scores do not depend on the criterion number

Third H0: Ssci=Scci for all i.Meaning: The scores for different criteria do not depend on whether a respondent is a student or a colleague

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Two-way ANOVA results

* Null hypothesis accepted for all three hypothesis

* If you wanted to conclude the criteria for question 3 was different for students and colleagues, the sample size required would be 9

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Do the scores for the students and colleagues depend on the question number?

Courtesy of http://scistatcalc.blogspot.com.au/2013/11/two-factor-anova-test-calculator.html#

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Qualitative results• Similarities in responses to the first question• flexibility & convenience• actively encourages communication and feedback between

students

• Concerns were highlighted in the second question• Students’ accessibility to resources ie computer & internet• instructions provided to students must be clear to avoid

problems

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Discussion• There was an agreement between the students and colleagues for all questions

• However, for question 3 students and colleagues differed in their responses approaching statistical significance suggesting that colleagues favoured skills more than formative learning objectives

• To determine the differences between students and colleagues responses, a much larger sample size would be required for questions 1&2 (ranges from 131-916)

Conclusion• on-line technologies can be used effectively to enhance teaching and learning• there is potential for the weekly on-line reflective learning logs to be implemented into teaching the EENs medication’s unit to successfully facilitate higher engagement and learning within the unit• the process involved in redesigning this EENs medication’s unit has significantly improved my awareness and understanding of some of the numerous benefits and challenges associated with using on-line learning tools• I also now have a much greater appreciation of the benefits of quantitative research

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ReferencesBiggs, J. B. (1999). Teaching for quality learning at university. Buckingham: Open University

Press.Braungart, M. M., & Braungart, R. G. (2003). Applying Learning Theories to Healthcare

Practice. In S. Bastable (Ed.), Nurse as Educator. Sudbury, MA: Jones and Bartlett Publishers.

Brown, G. (2004). How students learn: a supplement to the RoutledgeFalmer Key Guides for effective teaching in Higher Education series G. Brown (Ed.)

Emery, L. J., & Scoggin, A. E. (2005). Learning styles of University students in a Hispanic-Serving Institution. Occupational Therapy in Health Care, 19(4), 14.

Faber, K. (2013). "Supporting pupils with different learning styles." British Journal of School of Nursing 8(2).

Ilkay, A., & Zeynep, C. (2014). Impacts of e-learning in nursing education: in the light of recent studies. International Journal of Social, Management, Economics and Business Engineering 8(5), pp1273-1275.

Innocent, K. (2010). Using interactive e-learning to reach younger nurses. Critical Care, 5(6), pp46-47.

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1).

Mackey, J., Davis, N., & Dabner, N. (2012). Relevant, current and sustainable digital strategies to prepare future teachers to lead e-learning. In M. Brown, M. Hartnett & T. Stewart (Eds.) (pp. pp592-596). Wellington.

Miyazoe, T., & Anderson, T. (2010). Learning outcomes and students'perceptions of online writing: simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System 38, pp185-199.

Ramsden, P. (2003). Evaluating the quality of higher education (chapter 11, pages 209-232). Learning to teach in higher education (2nd edition). London, RoutledgeFalmer.

 

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Acknowledgements• Students • Colleagues • Husband and children