(321) CHANGING HOW WE TEACH TO ENHANCE UNDERGRADUATE LEARNING AND ENGAGEMENT

摘要

The aim of this presentation is to outline the process involved in a module redesign for a first yearundergraduate BSc nursing degree programme. As part of a module titled 'Perspectives on Nursing',students are required to engage with theoretical concepts which explore nursing ethics;;professionalism;;nursing theory and models of nursing. This module is taught over a short intensiveperiod, sandwiched between two periods of time when students are on their first nursing clinicalplacement.Concern arose amongst the module co-coordinators that the overall student learning experience in themodule was being compromised, with difficult theoretical content required to be delivered primarily viafrequent didactic lectures to a large group (202 students). Low levels of regular attendance suggestedthat students were struggling to engage with and integrate theoretical content. Consequently it wasdecided to undertake a redesign of the module which would focus on increasing engagement withcore concepts through development of learning materials, resources and activities, to encourage andsupport active student engagement, and increase levels of student self-directed learning over thesemester.Learning resources were developed and made available in Blackboard;;the University's online learningmanagement system. Required pre-lecture learning activities and resources were posted online inBlackboard as preparation for face to face lectures. At scheduled lecture times, less time was spentlecturing and more time spent on in-class group activities, which were subsequently required to besummarised and posted in an online student journal. Feedback on journal posts was posted by themodule co-coordinators on a weekly basis. Completion of an online journal over the teaching periodwas also an integral element facilitating student preparation for assessment. A module overviewdetailing learning outcomes;;teaching approaches;;learning resources;;learning activities;;and moduleassessment, was made available to students in Blackboard whilst on clinical placement so that theycould engage with content at their own time and pace. This document also made explicit the learningactivities, expected engagement, and student responsibility for their own learning throughout thesemester.On completion of the first cycle of the redesigned module, a notable increase in attendance at face toface lectures was apparent which remained consistent throughout the semester, with none of thepeaks and troughs of attendance previously experienced. An analysis of learning analytics datasourced from the University's online learning management system indicates that the module redesignhas had a positive impact on student learning with evidence of regular engagement with required preand post lecture online learning activities and a high completion rate for student journals. Whileresponse rates for module evaluation were low, for questionnaires returned, evaluation was positive.