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  • Teaching evidence based practice and research through blended learning to undergraduate midwifery students from a practice based perspective

    Author(s)
    Sidebotham, Mary
    Julie, Jomeen
    Gamble, Jennifer
    Griffith University Author(s)
    Gamble, Jenny A.
    Year published
    2014
    Metadata
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    Abstract
    The international world of higher education is changing with universities now offering students flexible delivery options that allow them to study away from campus and at a time convenient to them. Some students prefer on line learning while others prefer face to face contact offered through a traditional lecture and tutorial delivery modes. The response by many universities is to offer a blend of both. While online and blended mode of delivery may be suitable for some subjects there is little knowledge of the efficacy of blended learning models to teach evidence based practice and research (EBPR) to undergraduate midwifery ...
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    The international world of higher education is changing with universities now offering students flexible delivery options that allow them to study away from campus and at a time convenient to them. Some students prefer on line learning while others prefer face to face contact offered through a traditional lecture and tutorial delivery modes. The response by many universities is to offer a blend of both. While online and blended mode of delivery may be suitable for some subjects there is little knowledge of the efficacy of blended learning models to teach evidence based practice and research (EBPR) to undergraduate midwifery students. EBPR is a challenging, threshold level subject upon which deeper knowledge and skills are built. This paper describes the design, delivery, and evaluation of an undergraduate EBPR course delivered in blended mode to first year midwifery students. Components of the blended learning innovation included: novel teaching strategies, engaging practical activities, role play, and e-learning strategies to maintain engagement. University-based course evaluation outcomes revealed very positive scores and the course was rated within the top ten percent of all courses offered within the Health Group at the host University.
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    Journal Title
    Nurse Education in Practice
    Volume
    14
    Issue
    2
    DOI
    https://doi.org/10.1016/j.nepr.2013.10.001
    Subject
    Nursing
    Curriculum and pedagogy
    Publication URI
    http://hdl.handle.net/10072/65091
    Collection
    • Journal articles

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