Exploring e-learning among nurse educators in undergraduate nursing

Abstract

Background: Nurse educators' use blended learning pedagogy to support student centered learning in undergraduate curriculum. E-learning technology has been used to engage students in conceptual and experiential opportunities in higher education. Objective:The objective of the study was to explore the perceptions of use and satisfaction of e-learning (Moodle) among nurse educators in an undergraduate nursing curriculum. Methods:A cross-sectional research design was used among 50 nurse educators in undergraduate nursing in February 2010. Ethical approval was sought from the College ethics committee. A validated and reliable self-administered Faculty Satisfaction Survey was used to collect data. Inferential statistics was used to analyze the data.Results: Nurse educator's perceptions were divergent, acknowledging the benefits of moodle, while some of them expressed concerns regarding over-time, limited resources, increased workload, and poor technical support. Some of the nurse educators exhibited positive attitudes towards the pedagogical value of moodle in engaging students, while some lacked the confidence to embark on developing courses using moodle. Conclusion:The study showed a rising awareness of the use of e-learning among nurse educators and moderate satisfaction as a blending learning approach. Implication: Nurse educators may need to incorporate moodle in the teaching-learning at a self-directed pace, using flexibility and convenience for higher learning approaches.

Interdisciplinary teaching practices: Reflections from a teaching triangle

“…The purpose of reflection is for teachers to reflect on what they believe the best practice for teaching and learning in their classrooms. [3] Reflective practice refers to the responsibility for contemplating teachers' practice, what they do, why they do it, and how they do it, inside or outside the classroom, in order to make the practice significant. [4] As postsecondary teachers, we typically experience teaching as something that takes place exclusively behind closed doors and in front of our students.…”

“…[10] A reflective practice model includes an examination of the technical aspects (one's practice), the internal aspects (philosophy, principles, and theory), the external aspects (social, cultural, and political settings in which they teach) and aspects beyond practice. [3] The ability to engage in reflective activity is acknowledged as a feature of professional competence in incorporating reflection and reflective practice into their professional development. [11] The Teaching Triangle is a reflective dialogue that is different from peer review in teaching.…”

Blended learning approach for teaching cardiac disorders on nursing students’ learning outcomes

“…e-learning and Lecture method or using blended learning in improvement scores of the students. [8][9][10]…”

Effectiveness of Simulation among Undergraduate Students in the Critical Care Nursing

“…This application and clinical judgement is necessary for student nurses using high fidelity simulation [12]. Students have high expectations using advanced technology and information technology for learning in Oman [1,3].…”

“…Entry of novice students in the higher levels of the undergraduate curriculum entails their adult clinical experience in the intensive care, high acuity, post-anesthetic and emergency settings. This clinical practice exposes the students to a variety of clinical conditions with unpredictable socio-cultural and psychosocial background [1]. With growing patient acuity and the complexity of care, higher standards of nursing and competencies are set for new graduates in the clinical settings.…”