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Sweeney M.;Kirwan A.;Kelly M.;Corbally M.;O Neill S.;Kirwan M.;Hourican S.;Matthews A.;Hussey P.
Contemporary Nurse
Transition to blended learning: experiences from the first year of our blended learning Bachelor of Nursing Studies programme
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© 2016 Informa UK Limited, trading as Taylor & Francis GroupBackground: The School of Nursing at Dublin City University offered a new blended learning Bachelor of Nursing Studies programme in the academic year 2011. Aim: To document the experiences of the academic team making the transition from a face-to-face classroom-delivered programme to the new blended learning format. Method: Academics who delivered the programme were asked to describe their experiences of developing the new programme via two focus groups. Results: Five dominant themes were identified: Staff Readiness; Student Readiness; Programme Delivery and Student Engagement; Assessment of Module Learning Outcomes and Feedback; and Reflecting on the First Year and Thinking of the Future. Face-to-face tutorials were identified as very important to both academics and students. Reservations about whether migrating the programme to an online format encouraged students to engage in additional practices of plagiarism were expressed by some. Student ability/readiness to engage with technology-enhanced learning was an important determinant of their own success academically. Discussion: In the field of nursing blended learning is a relatively new and emerging field which will require huge cultural shifts for staff and students alike.
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