THE USE OF INNOVATIVE COMPUTER-MEDIATED COMMUNICATION AND IMAGING IN THE DEVELOPMENT OF A PROBLEM BASED NURSING CURRICULUM

Background

Contemporary developments in health policy in the UK and globally requires nurses to extend their scope of practice (WHO, 2009), work more autonomously and develop the ability to respond to change. In addition nursing practices requires innovative strategic thinking within a multi-professional work environment. These responsibilities require a level of professional education that is characterised by extended levels of critical analysis and evaluation. However there is a significant body of literature which suggests that nursing students are failing to display these characteristics in practice (McAllister, 2007). In addition they find it difficult to apply nursing theory and concepts to care delivery (Surridge et al, 2009).
The challenge to nurse educators is to develop learning and teaching resources that enable the transfer of knowledge between the classroom and the practice setting. Moreover there is a need to develop capable, confident and value-centred practitioners.
Nurse educators are increasingly turning to problem based learning (PBL) as a method of engendering these qualities within student nurses. However, while it has been widely acknowledged that PBL is a valuable pedagogical approach, it does not guarantee the translation of theoretical constructs to the practice setting (Keppell et al 2001). One reason for this may be the reliance on predominately text based resources which arguably lack the authenticity of real life situations (Leng et al 2007).

Aims of the presentation
• To demonstrate the use of computer mediated communication (CMC) within a problem based curriculum (PBL);
• To share learning around the development of innovative resources;
• To promote discussion around the implications for future curriculum developments in this field.

This presentation will illustrate how innovative technology, which has been developed within the Division of Nursing at the University of Nottingham UK, has been used to generate authentic visual and auditory stimuli in order to address the deficits that characterise traditional approaches to PBL. This approach provides a more holistic picture of patients’ contexts, enables students to observe and interpret events from their own perspectives, enhances their ability to convey emotion and interpret non-verbal cues whilst promoting collaborative learning. Using this approach students are confronted with real life scenarios that require them to engage far more than with traditional text material. Their learning is, therefore, more meaningful and enduring.

References:
Keppel M, Kennedy G, Elliot K, Harris P. (2001) Transforming traditional curricula: enhancing medical education through problem-based learning: multi media and web based learning. Interact Multimedia Electronic Journal of Computer Enhanced Learning. 3: (1)

Leng B, Dolmans D, van de Weill M, Muijtjens A, van der Vleuten C. (2007) How video cases should be used as authentic stimuli in problem-based medical education. Medical Education. 41: 181-188

McAllister M. (2007) Solution Focused Nursing: Rethinking Practice Palgrave Macmillan: Hampshire

Surridge A, Jenkins E, Mabbett G, Warring J, Gwynn E. (2009) Patchwork text: A praxis oriented means of assessment in district nurse education. Nurse Education in Practice. On-line

World Health Organisation (2009) Global standards for the initial professional education of nurses and midwifes. World Health Organisation: Switzerland