Joanne E Porter1, Michael S Barbagallo2, Blake Peck3, Louise Allen2, Erin Tanti2, Anne Churchill2. 1. School of Nursing and Healthcare Professions, Federation University Australia, Churchill Campus, Victoria, Australia. Electronic address: joanne.porter@federation.edu.au. 2. School of Nursing and Healthcare Professions, Federation University Australia, Churchill Campus, Victoria, Australia. 3. School of Nursing and Healthcare Professions, Federation University Australia, Mt Helen Campus, Victoria, Australia.
Abstract
BACKGROUND: The blended online digital (BOLD) approach to teaching is popular within many universities. However, much of the research conducted in this area focusses on the student perspective. Aim The aim of this study is to explore the experiences and perspectives of academics involved in the development and implementation of an inaugural BOLD Bachelor of Nursing curriculum at a regional multi-campus institution in Victoria, Australia. METHODS: Eleven academics across two regional campuses participated in one of five focus groups. Creswell's (2003) six step approach to thematic analysis was used to analyse the semi-structured interview data in order to capture the meaning of the transition experience. FINDINGS: Three significant themes emerged from the focus group data: 'Get Ready', 'Get Set', and 'Go'. DISCUSSION: Three significant themes emerged, 'Get Ready', embodies insight from academic staff preparing to make the transition to a BOLD delivery model acknowledging the need for staff to be genuinely prepared, educated, guided and supported to understand the pedagogy of BOLD. Secondly, 'Get Set', acknowledges the period immediately after the preparatory phase and preparedness of academic staff to manage content and delivery for both face-to-face and online student cohorts within the learning platform. Thirdly, the theme 'Go' recognises the culmination of the previous two phases and is a recognition of the need for ongoing evaluation across the implementation phase. CONCLUSION: This qualitative exploration of nursing academics' experience contributes to contemporary pedagogical insights in relation to the blended approaches to teaching and learning.
BACKGROUND: The blended online digital (BOLD) approach to teaching is popular within many universities. However, much of the research conducted in this area focusses on the student perspective. Aim The aim of this study is to explore the experiences and perspectives of academics involved in the development and implementation of an inaugural BOLD Bachelor of Nursing curriculum at a regional multi-campus institution in Victoria, Australia. METHODS: Eleven academics across two regional campuses participated in one of five focus groups. Creswell's (2003) six step approach to thematic analysis was used to analyse the semi-structured interview data in order to capture the meaning of the transition experience. FINDINGS: Three significant themes emerged from the focus group data: 'Get Ready', 'Get Set', and 'Go'. DISCUSSION: Three significant themes emerged, 'Get Ready', embodies insight from academic staff preparing to make the transition to a BOLD delivery model acknowledging the need for staff to be genuinely prepared, educated, guided and supported to understand the pedagogy of BOLD. Secondly, 'Get Set', acknowledges the period immediately after the preparatory phase and preparedness of academic staff to manage content and delivery for both face-to-face and online student cohorts within the learning platform. Thirdly, the theme 'Go' recognises the culmination of the previous two phases and is a recognition of the need for ongoing evaluation across the implementation phase. CONCLUSION: This qualitative exploration of nursing academics' experience contributes to contemporary pedagogical insights in relation to the blended approaches to teaching and learning.