Using Wikis to Stimulate Collaborative Learning in Interprofessional Nursing Education

2.50
Hdl Handle:
http://hdl.handle.net/10755/602549
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Title:
Using Wikis to Stimulate Collaborative Learning in Interprofessional Nursing Education
Author(s):
Zitzelsberger, Hilde; Campbell, Karen; Service, Dorothea; Sanchez, Otto; Campbell, Karen; Service, Dorothea; Sanchez, Otto
Lead Author STTI Affiliation:
Lambda Pi-at-Large
Author Details:
Hilde Zitzelsberger, RN, hilde.zitzelsberger@uoit.ca; Karen Campbell, RN; Dorothea Service, RN; Otto Sanchez
Abstract:
Session presented on Monday, November 9, 2015 and Tuesday, November 10, 2015: The use of wiki technology fits well in courses that encourage constructive knowledge building and social learning by a community of learners. Pedagogically, wikis have attracted interest in higher education environments as they facilitate the collaborative processes required for developing student group assignments (Carroll, Diaz, Meiklejohn, Newcomb & Adkins, 2013; Collier, 2010; Rasmussen, Lewis & White, 2013; Thompson Martin, 2012).  Collaborative group projects within a wiki environment closely mimic community of practice settings that nursing students will face as future health professionals. Furthermore, the impetus towards interprofessional communication in contemporary healthcare education and practice environments strongly lends to the rationale of employing robust tools, such as wikis, within undergraduate nursing education. Technologically-enabled collaboration integral to wikis may be ideal for modeling and training effective interprofessional communication within interdisciplinary courses focused on interprofessional health care teams (Stephens, Robinson & McGrath, 2013).  In this presentation, we describe our pilot project to assess the implementation of wikis in two online small- and mid-sized elective courses comprised of nursing students in third or fourth year undergraduate levels within interdisciplinary health sciences courses. Despite a number of challenges in the implementation and use of wiki for teachers and learners, our experiences clearly indicated a number of potential advantages. However, there is a need to further develop the pedagogical use of wiki environments before they can be expected to support collaboration among undergraduate nursing students. A key insight gleaned from our project is the fundamental need to invest in the process of creating an effective wiki learning environment in order to facilitate meaningful educational student experiences.  Adapting wiki implementation to suitable well-matched courses will make adaptation of wikis into nursing curricula more effective and may increase the chances that nursing students will hone the collaborative abilities that are essential in their future professional roles in interprofessional communities of practice. The STOLEN approach (Foord, 2007) is a systematic approach to wiki implementation, and will be discussed to more effectively facilitate the use of wikis into nursing curricula and increase the chances that students will engage positively in ways that will make them consider using wikis in future virtual collaborative endeavors as health professionals.
Keywords:
interprofessional education; collaboration; wiki technology
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15LD2.42
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.titleUsing Wikis to Stimulate Collaborative Learning in Interprofessional Nursing Educationen
dc.contributor.authorZitzelsberger, Hildeen
dc.contributor.authorCampbell, Karenen
dc.contributor.authorService, Dorotheaen
dc.contributor.authorSanchez, Ottoen
dc.contributor.authorCampbell, Karenen
dc.contributor.authorService, Dorotheaen
dc.contributor.authorSanchez, Ottoen
dc.contributor.departmentLambda Pi-at-Largeen
dc.author.detailsHilde Zitzelsberger, RN, hilde.zitzelsberger@uoit.ca; Karen Campbell, RN; Dorothea Service, RN; Otto Sanchezen
dc.identifier.urihttp://hdl.handle.net/10755/602549en
dc.description.abstractSession presented on Monday, November 9, 2015 and Tuesday, November 10, 2015: The use of wiki technology fits well in courses that encourage constructive knowledge building and social learning by a community of learners. Pedagogically, wikis have attracted interest in higher education environments as they facilitate the collaborative processes required for developing student group assignments (Carroll, Diaz, Meiklejohn, Newcomb & Adkins, 2013; Collier, 2010; Rasmussen, Lewis & White, 2013; Thompson Martin, 2012).  Collaborative group projects within a wiki environment closely mimic community of practice settings that nursing students will face as future health professionals. Furthermore, the impetus towards interprofessional communication in contemporary healthcare education and practice environments strongly lends to the rationale of employing robust tools, such as wikis, within undergraduate nursing education. Technologically-enabled collaboration integral to wikis may be ideal for modeling and training effective interprofessional communication within interdisciplinary courses focused on interprofessional health care teams (Stephens, Robinson & McGrath, 2013).  In this presentation, we describe our pilot project to assess the implementation of wikis in two online small- and mid-sized elective courses comprised of nursing students in third or fourth year undergraduate levels within interdisciplinary health sciences courses. Despite a number of challenges in the implementation and use of wiki for teachers and learners, our experiences clearly indicated a number of potential advantages. However, there is a need to further develop the pedagogical use of wiki environments before they can be expected to support collaboration among undergraduate nursing students. A key insight gleaned from our project is the fundamental need to invest in the process of creating an effective wiki learning environment in order to facilitate meaningful educational student experiences.  Adapting wiki implementation to suitable well-matched courses will make adaptation of wikis into nursing curricula more effective and may increase the chances that nursing students will hone the collaborative abilities that are essential in their future professional roles in interprofessional communities of practice. The STOLEN approach (Foord, 2007) is a systematic approach to wiki implementation, and will be discussed to more effectively facilitate the use of wikis into nursing curricula and increase the chances that students will engage positively in ways that will make them consider using wikis in future virtual collaborative endeavors as health professionals.en
dc.subjectinterprofessional educationen
dc.subjectcollaborationen
dc.subjectwiki technologyen
dc.date.available2016-03-21T16:31:29Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:31:29Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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