Examining the Impact of Virtual Synchronous Course Design in a Blended Accelerated Baccalaureate Nursing Program
Brief Abstract
Technological advances have increased educators' ability to innovate in the virtual synchronous environment. This presentation will provide detailed innovative learning strategies used during the implementation of virtual synchronous learning in a blended accelerated baccalaureate nursing program. Student course evaluation scores with open-ended comments and aggregate performance data will be shared.
Extended Abstract
Technological advances over the last decade have increased educators' ability to innovate teaching and learning methods in the virtual synchronous learning environment. Specifically, the 2020 pandemic shifted how educators and students view learning modalities to more blended learning. This presentation will provide detailed innovative learning strategies used during the implementation and evaluation of virtual synchronous learning in a blended accelerated baccalaureate nursing program. Several innovative teaching methods were used during the execution of "Introduction to Research and Evidence-Based Practice" within the program. Instructors and students met in the virtual synchronous learning environment for 3 hours 2 days per week (a total of 6 instructional hours per week). Innovative learning methods were used to create active learning with a concepts-based approach. Examples included several activities, such as 1) a snowflake visual assignment to help students understand that different readers will ascertain different meanings from research implications, 2) an in-depth article review using peer learning, 3) the great cookie experiment to help students understand qualitative vs. quantitative methods, 4) Population, Intervention, Control, and Outcome (PICO) search strategy in Pubmed and CINAHL, and 5) group paper assignment with pre-identified articles and PICO question to name a few. The presentation will provide an in-depth discussion regarding standout examples used as learning activities in the course and will provide evaluation data. Evaluation data of the course will include student course evaluation scores with open-ended student comments, as well as aggregate, de-identified student performance data in the form of course grades.