Please use this identifier to cite or link to this item: http://hdl.handle.net/11434/1402
Title: Transition into Advanced Practice: Development and evaluation of a blended learning strategy.
Epworth Authors: Tebbs, Owen
O'Brien, Alanna
Lau, R.
Botti, Mari
Hutchinson, Ana
Keywords: Registered Nurses
RN
Blended Learning Approach
National Health and Quality Standards
Face-to-Face Program
Blended Program
Critical Thinking Skills
Communication Skills
Leadership Skills
Prioritisation Skills
Program Delivery Format
Epworth/Deakin Centre for Clinical Nursing Research, Melbourne, Victoria, Australia.
Issue Date: Jun-2018
Conference: Epworth HealthCare Research Week 2018
Conference Location: Epworth Research Institute, Victoria, Australia
Abstract: Background: In 2011, the Introduction to Specialty Practice program was launched to assist Registered Nurses (RNs) to enhance knowledge and skills in critical care areas. The National Health and Quality Standards were introduced into Epworth HealthCare in 2012. In 2014 the program was made available to all RN’s, across all clinical specialities, enabling them to better detect and respond to patient clinical deterioration. Before 2017, the program was delivered face-to-face and the course contents were delivered via email. Since 2017, the course has again been adapted to be delivered using a blended learning approach that includes: online modules that cover key theoretical aspects, and seven class-based sessions that include seminar discussions and simulation of clinical scenarios. Class-based sessions focused on group learning activities and the discussion of case study scenarios. Simulated clinical scenarios are included to improve non-technical skills including critical thinking/reasoning, communication leadership and prioritisation skills. Method: The impact of changing the program delivery format was evaluated using retrospective analysis of administrative data, as part of Epworth education quality improvement activity. Results: Preliminary findings comparing face-to-face program in 2016 with the blended program in 2017 found that the uptake by RNs had increased by 10%. Blended program delivery allowed another campus (Geelong) to deliver the program to its own staff. Conclusion: This preliminary analysis has informed the development of a prospective multiple methods study to evaluate whether or not the new approach to program delivery meets the needs of both clinicians and key organisational stakeholders.
URI: http://hdl.handle.net/11434/1402
Type: Conference Poster
Type of Clinical Study or Trial: Retrospective studies
Appears in Collections:Clinical Education & Simulation

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