Teaching Health Professionals Online: Frameworks and Strategies

Melrose, Sherri; Park, Caroline; Perry, Beth

doi:10.15215/aupress/9781927356654.01

Cited by 24 publications

(43 citation statements)

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“…Constructivist epistemology suggests that individuals approach learning by actively collaborating and engaging with others in their environment to build on what they already know [1][2][3] . In clinical learning environments, collaboration and engagement with practicing nurses is particularly important to student nurses as they construct knowledge and seek to make sense of the world in their chosen profession.…”

Section: Background and Significancementioning

confidence: 99%

Licensed Practical Nurses becoming Registered Nurses: Conflicts and responses that can help

Gordon¹,

Melrose

Janzen³

et al. 2013

Clinical Nursing Studies

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This article describes findings from a qualitative research project designed to understand the professional socialization experiences of Licensed Practical Nurses attending university to transition to the role of Registered Nurse. Findings revealed that this group of nursing students believed (Licensed Practical Nurse) LPN's were not respected, that their nursing knowledge as LPN's was not acknowledged and that it was challenging for them to feel a sense of belonging with the RN community. These insights have implications for practicing (Registered Nurse) RN's as student nurse groups are now including more Licensed Practical Nurses. Responding with reflection, communication and collegiality can offer important help to LPN to RN students.

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Section: Background and Significancementioning

confidence: 99%

Licensed Practical Nurses becoming Registered Nurses: Conflicts and responses that can help

Gordon¹,

Melrose

Janzen³

et al. 2013

Clinical Nursing Studies

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“…The study was grounded in constructivist student centered epistemology [29,30] and incorporated ideas from Laurent Daloz's model of mentoring. [13,14] Daloz asserted that in order for mentoring activities to enhance learning, the dimensions of support (affirming activities); challenge (generating dissonance and cognitive tension); and vision (envisioning future outcomes) must all be present.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Mentoring non-traditional students in clinical practicums: Building on strengths

Melrose

2018

CNS

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Background: As nurse educators respond to increasing numbers of adult learners attending practicum experiences, clinical instructors are one of our richest resources. And yet, the everyday strategies they implement to mentor these non-traditional students towards success may go unnoticed. This article describes findings from a qualitative descriptive research study that listened to the voices of experienced clinical instructors. Objective: The objective of the study was to describe effective mentoring approaches that instructors in a Post Licensed Practical Nurse to Bachelor of Nursing (Post LPN to BN) program used to support students' learning and build on their strengths during instructor led clinical practicum courses. Methods: The research was framed from a constructivist worldview and Laurent Daloz's mentoring model. Digitally recorded and transcribed interview data was collected from 10 clinical instructors who had been teaching for more than 5 years. The transcripts were analyzed for themes which were confirmed with participants through member checking. Results: Findings revealed that instructors supported students by validating individual strengths; challenged them by building on those strengths; and created vision by linking their present activities to competencies needed in their own future practice. Conclusions: These findings provide valuable insights and guidance to practicing Registered Nurses (RN's) interested in teaching non-traditional students during their clinical experiences.

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“…In an excellent book Teaching Health Professionals Online, the Melrose, Park and Perry describe several artistic pedagogical strategies [15] . (This book is available either for purchase in a paperback version or as a free (pdf) download: http://www.aupress.ca/index.php/books/120234).…”

Section: Teaching Activities and Strategiesmentioning

confidence: 99%

“…"Purkey used the word invitational to mean offering something valuable and summoning cordially. An invitation is an intentional and caring act of communication designed to offer something beneficial for consideration" [3] . A basic premise of invitational theory is that "everyone and everything adds to, or subtracts from, human existence" [4] .…”

Section: Introductionmentioning

confidence: 99%

“…The Faculty of Health Disciplines at Athabasca University in Alberta Canada has developed their graduate programs in nursing and health studies using an underlying foundation of invitational theory. Faculty here have developed and pioneered the use of artistic pedagogical technologies (APTs) as a strategy for creating invitational online classrooms [10] [11] . Research conducted by Perry and Edwards [12] found that the use of APTs in online learning facilitated interactions among teachers and learners and helped to create "an air of hospitality".…”

Section: Introductionmentioning

confidence: 99%

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The Heart of the Matter: Creating Invitational Classrooms in Online Learning

Moore¹,

Black²

2018

IJI

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Until fairly recently, online education was primarily located within the purview of individualized programs or distance universities. In the past decade, "online" has become common across post-secondary institutions as technology has created opportunities for connecting globally. While these opportunities can be exciting, they also pose challenges for engaging learners in meaningful ways. How can we as teachers inspire our students and be real and present in the online classroom? Based on three decades of distance and online teaching experience, my colleagues and I have learned that while online programs have proliferated and technology has moved at lightening-speed, creating invitational, collaborative online classrooms requires creative and intentional instructional strategies that differ from face-to-face education. We have learned that the teacher still matters and must use deliberate actions and strategies to help students feel part of the learning community. Teacher presence in the online classroom is a crucial aspect of dynamic learning environments. In this paper, innovative strategies (Artistic Pedagogical Technologies) for engaging students and creating invitational online classrooms will be introduced.

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Teaching Health Professionals Online: Frameworks and Strategies

Cited by 24 publications

References 0 publications

Licensed Practical Nurses becoming Registered Nurses: Conflicts and responses that can help

Licensed Practical Nurses becoming Registered Nurses: Conflicts and responses that can help

Mentoring non-traditional students in clinical practicums: Building on strengths

The Heart of the Matter: Creating Invitational Classrooms in Online Learning

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