Approach to graduate nursing education pedagogy and learning transition

Area of Science:

• Nursing Education
• Higher Education Pedagogy
• Academic Program Development

Background:

• The University of San Francisco (UCSF) School of Nursing (SON) historically offered in-person graduate programs.
• The COVID-19 pandemic necessitated an immediate shift to remote learning.
• Post-pandemic, a deliberate decision was required regarding the future teaching and learning modality.

Purpose of the Study:

• To report the process of transitioning the UCSF SON from an in-person to a hybrid educational model.
• To intentionally determine the optimal teaching and learning modality for the institution moving forward.

Main Methods:

• Formation of a task force to define the school's approach to teaching and learning modalities.
• Conducted a needs assessment, literature review, and analyzed internal faculty and learner survey data.
• Compared teaching and learning modalities of top graduate nursing programs.

Main Results:

• Literature review indicated hybrid learning is not inferior to in-person learning and may enhance educational outcomes.
• Internal surveys revealed a preference for hybrid learning and teaching among both faculty and learners.
• The task force recommended rebranding the school as hybrid with flexible, specialty-specific design.

Conclusions:

• The transition to a hybrid model aligns with the UCSF SON's mission to educate diverse health leaders.
• Hybrid learning offers a viable and potentially superior alternative to traditional in-person instruction.
• The adoption of a hybrid model supports adaptability and inclusivity in nursing education.