论文信息 - Reconceptualization of a doctoral EBP course from in-class to blended format: lessons learned from a successful transition.

Reconceptualization of a doctoral EBP course from in-class to blended format: lessons learned from a successful transition.

In 2008, the University of Maryland School of Nursing transitioned the doctor of nursing practice core courses from an in-class to a blended (hybrid) course delivery method. As part of this transition, the evidence-based practice course was reconceptualized, implemented in its new format, and evaluated after being completed by 2 cohorts. The transition was successful because of a strong open interprofessional team, faculty training in blended course best practices, support by experts in instructional design and Web-based learning throughout the transition, and continual formative evaluation by students and faculty. The resulting course received strong positive evaluations by students and was certified by Quality Matters, indicating the incorporation of best practices in online teaching.

[1] Husein Abdul-Hamid,et al. Implementing Effective Online Teaching Practices: Voices of Exemplary Faculty , 2006 .

[2] Dale S. Niederhauser,et al. Promoting Deep and Durable Learning in the Online Classroom , 2000 .

[3] Lauren Cline,et al. Nursing: Scope and Standards of Practice (2nd ed.) , 2012 .

[4] Carol A. O’Neil,et al. Developing Online Learning Environments in Nursing Education , 2008 .

[5] A. Greiner,et al. Health Professions Education: A Bridge to Quality , 2003 .

[6] J. Aucoin. Nursing: Scope and Standards of Practice , 2004 .

[7] S. C. Ehrmann. IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever , 2004 .

[8] M. Ryan,et al. Students' Perceptions of Online Learning: Implications for Teaching , 2004, Nurse educator.

[9] P. Clinton,et al. Doctorate of nursing practice: blueprint for excellence. , 2008, Journal of pediatric health care : official publication of National Association of Pediatric Nurse Associates & Practitioners.