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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