Catherine Redmond1, Carmel Davies2, Deirdre Cornally3, Ewa Adam4, Orla Daly5, Marianne Fegan6, Margaret O'Toole7. 1. School of Nursing, Midwifery & Health Systems, University College Dublin, Ireland. Electronic address: catherine.redmond@ucd.ie. 2. School of Nursing, Midwifery & Health Systems, University College Dublin, Ireland. Electronic address: carmel.davies@ucd.ie. 3. St. Vincent's University Hospital, Elm Park, Dublin 4, Ireland. Electronic address: d.cornally@st-vincents.ie. 4. School of Nursing, Midwifery & Health Systems, University College Dublin, Ireland. Electronic address: ewa.adam@ryerson.ca. 5. School of Nursing, Midwifery & Health Systems, University College Dublin, Ireland. Electronic address: orla.daly@ucd.ie. 6. St Michael's Hospital, Dun Laoighre, Co. Dublin, Ireland. Electronic address: m.fegan@stmichaels.ie. 7. St Michael's Hospital, Dun Laoighre, Co. Dublin, Ireland. Electronic address: m.otoole@stmichaels.ie.
Abstract
BACKGROUND: Both nationally and internationally concerns have been expressed over the adequacy of preparation of undergraduate nurses for the clinical skill of wound care. This project describes the educational evaluation of a series of Reusable Learning Objects (RLOs) as a blended learning approach to facilitate undergraduate nursing students learning of wound care for competence development. Constructivism Learning Theory and Cognitive Theory of Multimedia Learning informed the design of the RLOs, promoting active learner approaches. Clinically based case studies and visual data from two large university teaching hospitals provided the authentic learning materials required. Interactive exercises and formative feedback were incorporated into the educational resource. METHODS: Evaluation of student perceived learning gains in terms of knowledge, ability and attitudes were measured using a quantitative pre and posttest Wound Care Competency Outcomes Questionnaire. The RLO CETL Questionnaire was used to identify perceived learning enablers. Statistical and deductive thematic analyses inform the findings. RESULTS: Students (n=192) reported that their ability to meet the competency outcomes for wound care had increased significantly after engaging with the RLOs. Students rated the RLOs highly across all categories of perceived usefulness, impact, access and integration. CONCLUSION: These findings provide evidence that the use of RLOs for both knowledge-based and performance-based learning is effective. RLOs when designed using clinically real case scenarios reflect the true complexities of wound care and offer innovative interventions in nursing curricula.
BACKGROUND: Both nationally and internationally concerns have been expressed over the adequacy of preparation of undergraduate nurses for the clinical skill of wound care. This project describes the educational evaluation of a series of Reusable Learning Objects (RLOs) as a blended learning approach to facilitate undergraduate nursing students learning of wound care for competence development. Constructivism Learning Theory and Cognitive Theory of Multimedia Learning informed the design of the RLOs, promoting active learner approaches. Clinically based case studies and visual data from two large university teaching hospitals provided the authentic learning materials required. Interactive exercises and formative feedback were incorporated into the educational resource. METHODS: Evaluation of student perceived learning gains in terms of knowledge, ability and attitudes were measured using a quantitative pre and posttest Wound Care Competency Outcomes Questionnaire. The RLO CETL Questionnaire was used to identify perceived learning enablers. Statistical and deductive thematic analyses inform the findings. RESULTS: Students (n=192) reported that their ability to meet the competency outcomes for wound care had increased significantly after engaging with the RLOs. Students rated the RLOs highly across all categories of perceived usefulness, impact, access and integration. CONCLUSION: These findings provide evidence that the use of RLOs for both knowledge-based and performance-based learning is effective. RLOs when designed using clinically real case scenarios reflect the true complexities of wound care and offer innovative interventions in nursing curricula.