Nursing education and complexity pedagogy: Faculty experiences with an e-learning platform

Mitchell, Gail J.; Pilkington, Beryl; Jonas-Simpson, Christine; Daiski, Isolde; Cross, Nadine; Johnston, Nancy; O’Grady, Caroline; Peisachovich, Eva; Tang, S.

doi:10.5430/jnep.v6n5p60

Cited by 7 publications

(8 citation statements)

References 32 publications

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“…This example also shows pathophysiology itself as a having inherent complexity as a subject, and thereby being a suitable focus for a tutorial integrating course concepts moving away from a 'silo' approach of content-driven courses to create complex system structures of knowledge. [2,17,18] The introduction of concept mapping in Phase 3 had the greatest observed success as a learning tool within the tutorials. The concept map is becoming widely used in nursing education and it has been found to facilitate the transition from rote memorization to meaningful active learning and to promote the development of critical thinking skills required for 21st-century health care.…”

Section: Discussionmentioning

confidence: 99%

“…[17] Applying complexity to nursing education provides a framework for creating approaches that promote learning as emergent and dynamic rather than solely content-driven and inherently static. [18] One way to develop these thinking patterns is a learner-centered approach [19] which can be based on PAL experiences and open discussion formats. [16,23] 2.…”

Section: Peer Assisted Learning In Higher Educationmentioning

confidence: 99%

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Peer assisted learning model to support students’ success in a complex science course

Osborne

Othman²

2019

JNEP

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The application of peer learning models, including Peer Assisted Learning (PAL), has been primarily in the clinical and simulation settings with the focus on readiness for clinical and professional practice. We present a single center experience with the design, structure and implementation of an in-house PAL tutorial in a Pathophysiology; a complex mandatory 12 weeks science course taken by 2nd-year students. This experience represents a phase and progression towards a more coherent model. In phase I, a short survey was conducted to gauge the students’ interest and assess the feasibility of a tutorial model. In Phase II and III, PAL tutorials were introduced and implemented over the course of two semesters for two cohorts of students. Phase I provided sufficient evidence to proceed with tutorial development, and provided guidance for tutorial planning and implementation. Phase II and III showed tutorial participation gradually increased over time. We have integrated complexity science as a theoretical basis that guided the study and unified the findings throughout the study. The tutorials helped students to integrate concepts from related courses, encouraged them to find similarities, and enhanced overall understanding of course content, while providing a support system to reduce anxiety and stress. The use of online material and a concept mapping approach received the most significant positive feedback as learning tools. We believe the PAL approach is important to tutorial development and, when implemented within the theoretical model of complexity science, may carry potential in developing nursing or other curricula. Further research into the application of tutorial models more broadly in nursing education curriculum is necessary to determine more coherently the unique design characteristics required.

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Section: Discussionmentioning

confidence: 99%

Section: Peer Assisted Learning In Higher Educationmentioning

confidence: 99%

Peer assisted learning model to support students’ success in a complex science course

Osborne

Othman²

2019

JNEP

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“…Daagu provides a coherent framework of functions informed by complexity pe-dagogy to facilitate student engagement, community dialogue, divergent thinking, creativity, reflection, and emergent learning through difference [26] [27]. Daagu incorporates multiple formats for inquiry-text, video, image, and audio.…”

Section: Complexity Pedagogy Of the Daagu Platformmentioning

confidence: 99%

“…The technology (Daagu) used in this research offers a pedagogy informed by complexity thinking for web-based delivery in blended or fully online formats [26] [27]. Curriculum informed by complexity thinking may foster provocative and divergent thinking, deep understanding, and innovative insights that emerge in community discussions [28] [29] [30].…”

Section: E-learning In Higher Educationmentioning

confidence: 99%

Complexity-Based Pedagogy for E-Learning: Description of Emergence in a Graduate Nursing Program

Mitchell¹,

Pilkington²,

Daiski³

et al. 2017

OJN

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This paper describes the kind of engagement and emergent learning that happened in three different sections of a graduate nursing course. Three nursing educators used an e-learning platform called Daagu that was developed by faculty guided by complexity pedagogy. A total of 43 students were enrolled in the full credit foundations course in theory and philosophy. Authors describe two specific instances of emergent learning: one was expressed by students in relation to a particular resource (article, TedTalk, YouTube, Poem) or discussion, and the second is in relation to specific "aha moments" or shifts in understanding that changed student attitudes and actions. Quotes of emergent learning provide a source of narrative data for conversing about and developing quality e-learning platforms for students and educators.

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“…[18] This can be seen in a range of areas where 'complexity thinking' continues to inspire change and innovation in curricula across a variety of health disciplines such as, for example, medicine, [26] healthcare management, [27] dentistry, [28] sports science, [29] interprofessional practice [30] and nursing. [31] Complexity Theory has been proposed as "a natural framework for nursing educators and nurse leaders to use in . .…”

Section: Developing a Guiding Conceptual Modelmentioning

confidence: 99%

Renewal of an entry to practice baccalaureate nursing curriculum: Adapting to complexity

Fetherston

Browne

Andrus

et al. 2017

JNEP

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Curriculum re-design in entry to practice nursing degrees requires a rigorous and multifaceted approach to align the needs of students, professional and industry stakeholders, community needs, the faculty's vision and university and regulator requirements. This paper relates the initial steps in the process taken to achieve this re-design in one Australian university's Bachelor of Nursing program, and describes our experiences in two parts. The first part outlines the context in which the need for curriculum renewal was triggered and the ensuing processes undertaken in the development of our new course aim, course outcomes and graduate attributes. The second part discusses how undertaking these activities then came to influence the adoption of Complexity Thinking in the design of our conceptual model, which then guided our program structure and overarching learning and teaching approaches. We share these experiences to illustrate the steps we undertook on this journey, to outline and example the program we created, and to continue the scholarly discussions around the design of baccalaureate nursing program structures, especially those that implement pedagogies inspired by the concepts related to Complexity Theory. The choice of complexity thinking as a guiding theory was key in providing the lens through which we were inspired to graduate nurses with the skills to provide care in complex situations and value the learning that comes through uncertainty, reflection, adaptation and emergence.

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Nursing education and complexity pedagogy: Faculty experiences with an e-learning platform

Cited by 7 publications

References 32 publications

Peer assisted learning model to support students’ success in a complex science course

Peer assisted learning model to support students’ success in a complex science course

Complexity-Based Pedagogy for E-Learning: Description of Emergence in a Graduate Nursing Program

Renewal of an entry to practice baccalaureate nursing curriculum: Adapting to complexity

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