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Thursday, June 19 • 10:30am - 11:20am
CON4.10 – Blended Learning: Transforming Chronic Wound Care Education (Room A211)

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Advances in technology have enabled educators to transform online teaching beyond the voice-over presentation. Newer software allows for the development of innovative and interesting online modules that successfully blend face-to-face and online components with an aim to enhance the student learning and experience.

This presentation will showcase an interactive online learning module pertaining to chronic wounds that was developed as a pilot for undergraduate nursing students in the Lawrence S. Bloomberg Faculty of Nursing (LSBFoN) at the University of Toronto. Background information, development, successes and lessons learned will be discussed. Session participants will have the opportunity to navigate through a portion of the module on their own electronic devices to gain an understanding of the student experience. Copies of the planning documents that were used during development will be shared.

This learner-centred module was developed to transform the student experience from a formal didactic lecture format to a blended learning module with the aim of enhancing the students’ knowledge and understanding of caring for patients with chronic wounds. Prior to its development, students attended two in-class lectures and completed readings and learning guides. Within the new blended module, students continued to receive a traditional in-class lecture pertaining to acute wound care but also had access to an asynchronous online module that focused on chronic wound assessment and treatment. This module presented students with content using audio, video, text, and animations. Low-stakes in-line interactive assessments assisted the students to confirm knowledge transfer. The highly interactive multi-modal approach allowed for an engaging, active learning experience.

The adoption of a computer adaptive licensure examination challenges those involved in the education of future nurses to consider new modalities for testing to ensure that graduates are well prepared for the variety of question types that may be present on the exam. Completing this module allowed students to practice various types of questions including hot spot, drag and drop, matching, and case studies.

To enhance understanding of the value of the module from a learner perspective, students were invited to complete a short, online survey through the course portal. An overview of these results will be shared within the presentation.

The creation of this interactive, online module allowed students to access content that was formerly offered within the walls of the face-to-face classroom. In the future, the module could be offered to students in other courses, programs, faculties, and institutions, as it is designed to be adaptable and reusable. Suggestions for further investigation of the impact of this type of online teaching tool on learning and knowledge translation will be discussed.

Thursday June 19, 2014 10:30am - 11:20am EDT
A211 McArthur Hall

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