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Stakeholder perceptions of curriculum design, development and delivery for continuing e-learning for nurses
Michael Connolly1, Freda Browne2, Geraldine Regan3
1Joint Associate Professor of Clinical Nursing, UCD School of Nursing, Midwifery and Health Systems and Our lady's Hospice and Care Services.
British Journal of Nursing (Mark Allen Publishing)
|September 25, 2020
Summary
Stakeholders found that redesigning continuing professional education (CPE) courses with e-learning led to more learner-focused education. This participatory action research highlighted benefits of combining online content with workshops for improved learning outcomes.
Area of Science:
- Medical Education
- Nursing Education
- Healthcare Professional Development
Background:
- Reports qualitative findings from stage 5 of an action research project.
- Focuses on the redesign of continuing professional education (CPE) courses within an organization.
Purpose of the Study:
- To explore key stakeholders' perceptions of teaching, learning, and outcomes.
- Investigates a new curriculum design for CPE incorporating e-learning.
Main Methods:
- Employs participatory action research with stakeholders as participants.
- Utilizes three focus group interviews with 20 nurses at an academic teaching hospital.
- Includes curriculum developers and clinical managers as participants.
Main Results:
- Four main themes emerged regarding staff perceptions of the change process and 'lightbulb moments'.
- The redesign resulted in more learner-focused CPE.
- Identified opportunities for future continued educational development.
Conclusions:
- Highlights the underreported experiences of key stakeholders in CPE studies.
- Provides insights into stakeholder experiences with CPE course development and delivery.
- Stakeholders recognized benefits from contributing to and implementing new CPE curricula, noting improved learner focus through blended online and workshop learning.
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