Keywords
Postgraduate Nursing Programme
Blended Learning
Family and Community Nursing
Blended Learning
Family and Community Nursing
Abstract
Introduction
Due to the impact on the public health systems of the ageing and the increasing frailty of the population, the European Union and the World Health Organisation have emphasised how family and community nurses (FCNs) could play an important in supporting the ageing process through prevention, promotion, and protection in the territory.
Methods
This study describes the first experience in Italy of a one-year postgraduate course divided into 5 modules for FCNs piloted as part of the EuropeaN curriculum for fAmily aNd Community nursE (ENhANCE) 2018-2020 project, funded by the European Commission. Participants included a total of 45 students and 23 lecturers and a team of clinical tutors.
Results
The Italian pilot course for the FCNs proved to be a successful example of innovative teaching methods using blended didactic methods, which enabled participants to achieve high-standard learning outcomes and competencies in the field of family and community nursing.
Conclusions
The pilot course described in this paper is well suited to preparing highly skilled family and community nurses to meet the growing healthcare needs of the population. Therefore, we have planned to replicate this course to increase the workforce of family and community nurses, who through their healthcare services aimed at prevention, promotion and protection, will be able to ensure high quality services to the public and consequently relieve the burden on acute hospitals.
References
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25. Conde MA, Sánchez-González L, Matellan-Olivera V, Rodriguez-Lera FJ. Application of peer review techniques in engineering education. Int J Eng Educ 2017; 33(2): 918-926.
26. Lalley J, Miller R. The learning pyramid: Does it point teachers in the right direction. Education 2007; 128(1):64-79
27. Latif R, Mumtaz S, Mumtaz R, Hussain A. A comparison of debate and role play in enhancing critical thinking and communication skills of medical students during problem based learning. Biochem Mol Biol Educ 2018;46(4):336–342. doi:10.1002/bmb.21124
28. Zhou C., Kolmos A., Nielsen JFD. A problem and project-based learning (PBL) approach to motivate group creativity in engineering education. Int J Eng Educ 2012; 28(1), 3-16.
29. Barrows H, Tamblyn RM. Problem-based learning: An approach to medical education. Springer Publishing Company;1980.
30. Schmidt HG. Problem-based learning: rationale and description. Med Educ 1983;17:11-16. doi: 10.1111/j.1365-2923.1983.tb01086.x
31. Dochy F, Segers MSR, van den Bossche PG, Gijbels D. Effects of problem-based learning: A meta-analysis. Learn Instr 2003;3(5):533-568. doi:10.1016/S0959- 4752(02)00025-7
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33. Hung W, Jonassen DH, Liu R. Problem-based learning. Handbook of research on educational communications and technology 2008;3(1):485-506.
34. Owen C. Problem-based learning. In Learning and Teaching in Higher Education. Edward Elgar Publishing; 2019.
35. Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, 2015;9(2):5-15.
36. Schwartz, P. Problem-based learning. Routledge; 2013.
37. Zimmerman BJ. Models of self-regulated learning and academic achievement. In BJ Zimmerman & DH Schunk (Eds.), Self-regulated learning and academic achievement. Theory, research and practice (pp. 1–25). New York: Springer; 1998.
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39. Hawtin M, Percy-Smith J. Community profiling: A practical guide: Auditing social needs. McGraw-Hill Education (UK); 2007
2. World Health Organization. Regional Office for Europe. (2005). Fourth workshop on WHO family health nurse multinational study: intercountry evaluation: report, Glasgow, Scotland 20-21 January 2005. Copenhagen: WHO Regional Office for Europe. Available at: https://apps.who.int/iris/handle/10665/107656. Accessed in December 2019.
3. World Health Organization. Regional Office for South-East Asia. (2012). A framework for community health nursing education. WHO Regional Office for South-East Asia. Available at: https://apps.who.int/iris/handle/10665/204726. Accessed in November 2019.
4. ESCO. European Skills/Competencies, Qualifications and Occupations. Available at: https://ec.europa.eu/esco/portal/occupation?resetLanguage=true&newLanguage=en. Accessed in November 2019.
5. ECVET - European Credit System for Vocational Education and Training. Available at: http://www.ecvet-projects.eu/About/Default.aspx. Accessed in November 2019.
6. Bagnasco A, Catania G, Zanini M, Pozzi F, Aleo G, Watson R, Hayter M, Sasso L. Core competencies for family and community nurses: a European e-Delphi study nursing. Nurse Educ. Pract., 2022;60:103296 doi:10.1016/j.nepr.2022.103296
7. Deterding S, Sicart M, Nacke L, O'Hara K, Dixon D. Gamification. using game-design elements in non-gaming contexts. In CHI'11 extended abstracts on human factors in computing systems; 2011. pp. 2425-2428.
8. Kapp KM. The Gamification of learning and instruction. Game-based methods and strategies for training and education. San Francisco, CA: Pffeifer; 2012.
9. Kapp KM, Blair L, Mesch R. The Gamification of learning and instruction. Fieldbook: ideas into practice. San Francisco, CA: Pffeifer; 2014
10. Milligan C, Littlejohn A, Margaryan A. Workplace learning in informal networks. JIME 2014. Available at: http://www-jime.open.ac.uk/jime/article/view/2014-06
11. Littlejohn A, Milligan C, Margaryan A. Charting collective knowledge: Supporting self-regulated learning in the workplace. J Workplace Learn 2012; 24(3): 226–238. doi:10.1108/13665621211209285
12. Ng EMW. Online Collaborative Learning. In: Seel N.M. (eds) Encyclopedia of the Sciences of Learning 2012. Springer, Boston, MA. doi:10.1007/978-1-4419-1428-6_459
13. Persico D, Pozzi F, Goodyear P. Teachers as designers of TEL interventions. Br J Educ Technol 2018;49:975-980. doi: 10.1111/bjet.12706
14. de Nooijer J, Schneider F, Verstegen DM. Optimising collaborative learning in online courses. Clin Teach 2021;18(1):19–23. doi:10.1111/tct.13243
15. Tran VD, Lewis R. The effects of jigsaw learning on students' attitudes in a Vietnamese higher education classroom Int J High Educ 2012; 1(2):1-13. doi:10.5430/ijhe.v 1n2p9
16. Buhr GT, Heflin MT, White HK, Pinheiro SO. Using the jigsaw cooperative learning method to teach medical students about long-term and post-acute care. J Am Med Dir Assoc 2014;15(6):429-434. doi:10.1016/j.jamda.2014.01.015
17. Zacharia ZC, Xenofontos NA, Manoli CC. The effect of two different cooperative approaches on students' learning and practices within the context of a WebQuest science investigation, Educ Technol Res Dev.2011; 59, 399–424. doi:10.1007/s11423-010-9181- 2
18. Masukawa H. Theory and Practice of the Constructive Jigsaw Method in Advancing Domain Knowledge and Skills in Parallel. Yakugaku Zasshi (Journal of the Pharmaceutical Society of Japan) 2016;136(3):369–379. doi: 10.1248/yakushi.15-00231-2
19. Maden S. Effect of jigsaw I technique on achievement in written expression skill. Educ Sci: Theory Pract 2011; 11(2), 911-917.
20. Karacop A. The Effects of Using Jigsaw Method Based on Cooperative Learning Model in the Undergraduate Science Laboratory Practices. Univers J Educ Res 2017;5(3):420-434. doi:10.13189/ujer.2017.050314
21. Sharan Y. Learning to cooperate for cooperative learning. Anales De Psicología 2014;30(3),802-807. doi:10.6018/analesps.30.3.201211
22. Berger R, Hänze M. Impact of expert teaching quality on novice academic performance in the jigsaw cooperative learning method. Int J Sci Educ 2015;7(2):294-320. doi:10.1080/09500693.2014.985757
23. Boud D, Cohen R, Sampson J. Peer Learning and Assessment. Assess Eval High Educ 1999;24(4):413-426. doi:10.1080/0260293990240405
24. Iacono UD, Pierri A, Taranto E. Peer Review Methodology in a Blended Course for Mathematics Teacher Education. Int J Technol Math Educ 2019; 26(2):49-54. doi:10.1564/tme_v26.2.01
25. Conde MA, Sánchez-González L, Matellan-Olivera V, Rodriguez-Lera FJ. Application of peer review techniques in engineering education. Int J Eng Educ 2017; 33(2): 918-926.
26. Lalley J, Miller R. The learning pyramid: Does it point teachers in the right direction. Education 2007; 128(1):64-79
27. Latif R, Mumtaz S, Mumtaz R, Hussain A. A comparison of debate and role play in enhancing critical thinking and communication skills of medical students during problem based learning. Biochem Mol Biol Educ 2018;46(4):336–342. doi:10.1002/bmb.21124
28. Zhou C., Kolmos A., Nielsen JFD. A problem and project-based learning (PBL) approach to motivate group creativity in engineering education. Int J Eng Educ 2012; 28(1), 3-16.
29. Barrows H, Tamblyn RM. Problem-based learning: An approach to medical education. Springer Publishing Company;1980.
30. Schmidt HG. Problem-based learning: rationale and description. Med Educ 1983;17:11-16. doi: 10.1111/j.1365-2923.1983.tb01086.x
31. Dochy F, Segers MSR, van den Bossche PG, Gijbels D. Effects of problem-based learning: A meta-analysis. Learn Instr 2003;3(5):533-568. doi:10.1016/S0959- 4752(02)00025-7
32. Hmelo-Silver CE. Problem-Based Learning: What and How Do Students Learn? Educ Psychol Rev 2016;16:235–266. doi:10.1023/B:EDPR.0000034022.16470.f3
33. Hung W, Jonassen DH, Liu R. Problem-based learning. Handbook of research on educational communications and technology 2008;3(1):485-506.
34. Owen C. Problem-based learning. In Learning and Teaching in Higher Education. Edward Elgar Publishing; 2019.
35. Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, 2015;9(2):5-15.
36. Schwartz, P. Problem-based learning. Routledge; 2013.
37. Zimmerman BJ. Models of self-regulated learning and academic achievement. In BJ Zimmerman & DH Schunk (Eds.), Self-regulated learning and academic achievement. Theory, research and practice (pp. 1–25). New York: Springer; 1998.
38. Pintrich PR. Understanding self‐regulated learning. New directions for teaching and learning 1995;63:3-12. doi:10.1002/tl.37219956304
39. Hawtin M, Percy-Smith J. Community profiling: A practical guide: Auditing social needs. McGraw-Hill Education (UK); 2007