Using educational design research to develop authentic learning for graduate entry nursing students in New Zealand.
Journal
Nurse education in practice
ISSN: 1873-5223
Titre abrégé: Nurse Educ Pract
Pays: Scotland
ID NLM: 101090848
Informations de publication
Date de publication:
Feb 2021
Feb 2021
Historique:
received:
12
09
2019
revised:
02
03
2020
accepted:
31
12
2020
pubmed:
7
2
2021
medline:
28
4
2021
entrez:
6
2
2021
Statut:
ppublish
Résumé
This paper describes using an educational design-based methodology to evaluate authentic learning environments for Graduate Entry Nursing (GEN) students. While developing this new GEN programme in New Zealand, two specific challenges arose: how to design and deliver a condensed and intensive programme that met healthcare sector requirements, while ensuring the content met the needs of the typical GEN student. To meet these challenges the authors used educational design research (EDR) as a reflective and iterative approach to develop and adapt the teaching and learning strategies, content, and delivery. EDR involves four phases: exploration and analysis of the issues, design of a prototype intervention, reflection and evaluation, followed by iterative redesign and re-evaluation; this paper reports on Phase 1 and Phase 2. It is envisaged this paper will provide timely insights for those in the process of developing or refining graduate entry programmes in Australasia.
Identifiants
pubmed: 33548755
pii: S1471-5953(21)00001-9
doi: 10.1016/j.nepr.2021.102965
pii:
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
102965Informations de copyright
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