The role of open learning in nurse education. Does it have a place?

doi:10.1016/S0260-6917(02)00133-8

Nurse Education Today

Volume 22, Issue 8, November 2002, Pages 617-623

https://doi.org/10.1016/S0260-6917(02)00133-8 Get rights and content

Abstract

A perceptible shift has begun, away from mass lectures towards more flexible, novel and adaptable methods of teaching and learning. A variety of terms (open, distance, flexible) have been used to describe such instructional methods, a key characteristic of which is that they do not require constant and/or synchronous contact between teacher and learner. This paper explores students’ views of a distributed learning initiative within a University in the South of England. The initiatives were in response to increase in the number of students in each intake which was just one of the recent changes called for by the Government. This evaluation consisted of a longitudinal research project following two cohorts of nursing students (n=288) through the first two years of their education (and will continue in the final year). The study assessed the perceived influence of distributed learning (DL) on their academic education and professional training as well as their satisfaction with the workbooks. The evaluation used a mixture of qualitative and quantitative data collection, questionnaires and focus groups. DL was seen as a flexible way of studying for students. Students were able to study a topic area at their own pace and at a time convenient to them. The activities in the workbook stimulated discussions and triggered ideas and thoughts for both students and lecturers. With the commencement of the workbooks lecturers were given the opportunity to reflect on their teaching styles and were encouraged to utilise a number of different teaching and learning methodologies.

Section snippets

Introduction and background literature

Central government has called for the development of a culture of life-long learning for health professionals. ‘A First Class Service’ (Department Of Health 1998) argues for Continuing Professional Development (CPD), where higher education providers and local education consortia will have a key role in CPD advancement, including innovative approaches to work based learning. The government pledged to work with professional and educational bodies to explore a range of practical issues, including

Study method

This evaluation consisted of a longitudinal research project following two cohorts of nursing students (n=288) through the first two years of their education (and will continue in the final year) to assess the influence of DL on both their academic education and professional training. The evaluation used a mixture of qualitative and quantitative data collection, questionnaires and focus groups. According to Robson (1993) the use of multiple methods of data collection provides a means of testing

Focus groups

Focus groups are a qualitative research method, which use guided group discussions to generate an understanding of participants’ experiences and beliefs. One advantage of this approach is the use of the group members to generate the questions and ideas rather than the researcher or just one participant (Holloway & Wheeler 1996). They assert that the strength of focus groups is the production of data through social interaction, whereby participants build on the answers of others in the group.

Questionnaires

The study was divided into different parts following two cohorts of nursing students. During the first year of this evaluation questionnaires were used to examine students’ views about the use of DL in their training. Questionnaires can be both a qualitative and a quantitative method of data collection, depending on the type of questions asked. For this questionnaire a combination of open and closed questions were used. We devised the questionnaires after extensive study of existing instruments

Sample size

See Table 1, Table 2.

Ethical considerations

Ethical approval was obtained from the University’s Research Committee in accordance with the University’s procedures at the onset of the study. On its approval questionnaires were sent to all students giving full information about the study and by completing the questionnaires students were giving consent. In the second year participants were asked to come forward on a voluntary basis and full information was again provided. At the beginning of the focus groups all participants were asked if

Findings and discussion

The content of the workbooks was generally positively evaluated as demonstrated in Table 3. The rest of the scores were from participants who were unsure about the comments relating to the workbooks.

This article is mainly based on the findings from the focus groups and the qualitative findings, which can be divided into the following themes:

•
Advantages of workbooks
•
The role of the lecturer
•
Practical use of workbooks.

Advantages of workbooks

Over 80% of both cohorts of students had no previous experience of open/distance learning. Workbooks were perceived as a main part of the course. They were seen by lecturers to provide a balance approach towards self-directed study and taught sessions. As students and lecturers became more accustomed to using the workbooks they found them more beneficial. Passage of time gave lecturers more experience and hence the ability to help students use the workbooks better. Advantages of the workbooks

The role of the lecturer

Lecturers play a central role in the success of open learning course (Kelly & James 1994, Carr 1999). They can facilitate the learning concepts, opinions and facets within the material delivered, as well as promoting reflections upon practice. Participants acknowledged that lecturers had an important role in the delivery of the workbooks. Variations in the way lecturers approached the workbooks and seminars were revealed which impacted on the students’ experience. Students could identify

Practical use of workbooks

Students also expressed a sense of achievement when they worked through the books and completed the activities in the books. This in itself gave them motivation.

…its nice to have something that you’ve got to go away and do and when you do sit down and do them you do feel quite pleased with yourself because you’ve done it really, because it is a little bit of homework, you’re quite pleased that you’ve done your homework, but that’s it really for me. That’s all I find that’s beneficial about

Conclusion

DL was seen as a flexible way of studying for students. Students were able to study a topic area at their own pace and at a time convenient to them. The activities in the workbook stimulated discussions and triggered ideas and thoughts for both students and lecturers. With the commencement of the workbooks lecturers were given the opportunity to reflect on their teaching styles and were encouraged to utilise a number of different teaching and learning methodologies.

It was clear that DL

Acknowledgements

The authors would like to thank Professor Iain Graham, Professor of Nursing Development and Academic Head of Nursing & Health visiting, Bournemouth University and Mr Clive Andrewes, Practice Development Co-ordinator, Bournemouth University, for their support.

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View full text

The role of open learning in nurse education. Does it have a place?

Abstract

Section snippets

Introduction and background literature

Study method

Focus groups

Questionnaires

Sample size

Ethical considerations

Findings and discussion

Advantages of workbooks

The role of the lecturer

Practical use of workbooks

Conclusion

Acknowledgements

Nurse Education Today

Journal of Nurse-Midwifery

Nurse Education Today

Creating an off-campus/distance learning courses for midwifery education

Journal of Nurse-Midwifery

Qualitative research for nurses