Authentic and Collaborative Project-Based Learning: A Model for Teaching Evidence-Based Practice Focused Graduate Capstone Online

2.50
Hdl Handle:
http://hdl.handle.net/10755/603900
Category:
Full-text
Type:
Presentation
Title:
Authentic and Collaborative Project-Based Learning: A Model for Teaching Evidence-Based Practice Focused Graduate Capstone Online
Other Titles:
Using Evidence to Further Nursing Education [Session]
Author(s):
Liske, Carole D.; Starkey, Traci J.; Register, M. Elizabeth
Lead Author STTI Affiliation:
Phi Gamma
Author Details:
Carole D. Liske, RN, carole.liske@wgu.edu; Traci J. Starkey, RN; M. Elizabeth Register, RN-BC
Abstract:
Session presented on Friday, April 8, 2016: Taking a radical departure from the traditional primary research focused Capstone and implementing an authentic and collaborative competency-based project-focused online nursing Capstone can result in a profound change in student attitudes towards course content, online technologies, teamwork, and nursing practice (Barkley, 2014; Parker, 2013). This presentation will examine an innovative, project-based online Capstone course designed for graduate nursing students in leadership and management and education specialties.  The curricular design departed from the traditional, primary research focused Capstone to an EBP focused Capstone.  This course is offered in a graduate program that serves a diverse student population of working registered nurses with various learning needs.  The revised course andragogy was based upon the theoretical underpinnings of the best practices around design and delivery of the most successful, online learning strategies (Conrad, 2011).  Online learning enhances authenticity and enriches the academic experience (Parker, 2013).  Online courses allow students to maintain a life/work balance that facilitates social connectedness in the virtual environment, promotes perseverance, and leads to increased student satisfaction (Hart, 2012; Ward-Smith, Schmer, Peterson, & Hart, 2013).  An authentic, project–based graduate nursing course that focuses on implementing an evidence-based practice change, quality improvement, or innovation project in the clinical setting can enhance autonomy, professional growth, and lead to improved student and patient outcomes (Boss, 2015; Melnyk & Fineout-Overholt, 2015). This course provides students a hands-on, real world experience that involves the student working with a preceptor to implement an evidence -based project change, quality improvement, or innovation that aligns with their specialty track.  Course mentors (graduate nursing faculty) skillfully constructed a course of study that engages working adults in a collaborative learning experience where resources are leveraged to match student needs in order to maximize achievement of academic outcomes.  Through ongoing course mentor support and mobilization of extrinsic resources, students gain a better understanding of organizational systems and how to embrace the role of change-leaders within these complex healthcare environments. Intense student-student, student-mentor, and student-preceptor interactions are supported by multiple communication technologies such as web conferencing, cohorts, emails, short video recordings, and telephone conversations.  Student reflections reveal that the authenticity of the project-based learning course creates a deep sense of connectedness between the students, preceptors, stakeholders, and course mentors and “brings out the best in each learner.”  Students learn to work collaboratively, think creatively, and move beyond their comfort zone.  They also report a new awareness of the complexity of healthcare systems that has transformed their nursing practice and their role as a nurse leader/educator within their organization.
Keywords:
Competency-based project-based online learning; Evidence-based practice focused online Capstone course; Authentic and collaborative project-based online learning
Repository Posting Date:
29-Mar-2016
Date of Publication:
29-Mar-2016
Other Identifiers:
NERC16A05
Conference Date:
2016
Conference Name:
Nursing Education Research Conference 2016
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing, and National League for Nursing
Conference Location:
Washington, DC
Description:
Nursing Education Research Conference Theme: Research as a Catalyst for Transformative Practice

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleAuthentic and Collaborative Project-Based Learning: A Model for Teaching Evidence-Based Practice Focused Graduate Capstone Onlineen
dc.title.alternativeUsing Evidence to Further Nursing Education [Session]en
dc.contributor.authorLiske, Carole D.en
dc.contributor.authorStarkey, Traci J.en
dc.contributor.authorRegister, M. Elizabethen
dc.contributor.departmentPhi Gammaen
dc.author.detailsCarole D. Liske, RN, carole.liske@wgu.edu; Traci J. Starkey, RN; M. Elizabeth Register, RN-BCen
dc.identifier.urihttp://hdl.handle.net/10755/603900en
dc.description.abstractSession presented on Friday, April 8, 2016: Taking a radical departure from the traditional primary research focused Capstone and implementing an authentic and collaborative competency-based project-focused online nursing Capstone can result in a profound change in student attitudes towards course content, online technologies, teamwork, and nursing practice (Barkley, 2014; Parker, 2013). This presentation will examine an innovative, project-based online Capstone course designed for graduate nursing students in leadership and management and education specialties.  The curricular design departed from the traditional, primary research focused Capstone to an EBP focused Capstone.  This course is offered in a graduate program that serves a diverse student population of working registered nurses with various learning needs.  The revised course andragogy was based upon the theoretical underpinnings of the best practices around design and delivery of the most successful, online learning strategies (Conrad, 2011).  Online learning enhances authenticity and enriches the academic experience (Parker, 2013).  Online courses allow students to maintain a life/work balance that facilitates social connectedness in the virtual environment, promotes perseverance, and leads to increased student satisfaction (Hart, 2012; Ward-Smith, Schmer, Peterson, & Hart, 2013).  An authentic, project–based graduate nursing course that focuses on implementing an evidence-based practice change, quality improvement, or innovation project in the clinical setting can enhance autonomy, professional growth, and lead to improved student and patient outcomes (Boss, 2015; Melnyk & Fineout-Overholt, 2015). This course provides students a hands-on, real world experience that involves the student working with a preceptor to implement an evidence -based project change, quality improvement, or innovation that aligns with their specialty track.  Course mentors (graduate nursing faculty) skillfully constructed a course of study that engages working adults in a collaborative learning experience where resources are leveraged to match student needs in order to maximize achievement of academic outcomes.  Through ongoing course mentor support and mobilization of extrinsic resources, students gain a better understanding of organizational systems and how to embrace the role of change-leaders within these complex healthcare environments. Intense student-student, student-mentor, and student-preceptor interactions are supported by multiple communication technologies such as web conferencing, cohorts, emails, short video recordings, and telephone conversations.  Student reflections reveal that the authenticity of the project-based learning course creates a deep sense of connectedness between the students, preceptors, stakeholders, and course mentors and “brings out the best in each learner.”  Students learn to work collaboratively, think creatively, and move beyond their comfort zone.  They also report a new awareness of the complexity of healthcare systems that has transformed their nursing practice and their role as a nurse leader/educator within their organization.en
dc.subjectCompetency-based project-based online learningen
dc.subjectEvidence-based practice focused online Capstone courseen
dc.subjectAuthentic and collaborative project-based online learningen
dc.date.available2016-03-29T13:12:13Zen
dc.date.issued2016-03-29en
dc.date.accessioned2016-03-29T13:12:13Zen
dc.conference.date2016en
dc.conference.nameNursing Education Research Conference 2016en
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursing, and National League for Nursingen
dc.conference.locationWashington, DCen
dc.descriptionNursing Education Research Conference Theme: Research as a Catalyst for Transformative Practiceen
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