Abstract
During 2018 – 2021, online opportunities for clinical education expanded at Torrens University of Australia (TUA) with 80 new subjects developed in Health sciences and Nursing undergraduate courses. This poster describes one key output from a longitudinal Doctoral design-based research (DBR) project aimed to enhance both individual and group-based rational thinking for clinical reasoning development. Participants included students, teachers, and learning designers involved in developing, delivering and reviewing undergraduate health science and nursing subjects across Face-to-Face (F2F), Blended Learning (BL) and Fully Online Learning (FOL) platforms.
The original contribution of this study to both practice and theory includes a set of six innovative final design principles (DPs) for a situated context. This poster focuses on DP1: Be the Guide in the Hive, which was instrumental in enhancing clinical reasoning development for student participants in both Fully Online Learning (FOL) and Face-to-Face (F2F) modes of delivery. This perspective promotes increased time for teachers and peer mentors to scaffold use of explicit instruction alongside promotion of self-directed learning in PBL. The DP1 presented in this poster has potential to be broadly applied as an independent principle to enhance student success and wellbeing, generated from learner achievement of co-constructing curriculum and use of educational tools. Additionally, this DP can be applied as one element of an original PBL informed model recommended to enhance students working together inside a ‘hive of learning’, particularly when first developing skills as individual workers to become group knowledge gatherers/deciders.
The original contribution of this study to both practice and theory includes a set of six innovative final design principles (DPs) for a situated context. This poster focuses on DP1: Be the Guide in the Hive, which was instrumental in enhancing clinical reasoning development for student participants in both Fully Online Learning (FOL) and Face-to-Face (F2F) modes of delivery. This perspective promotes increased time for teachers and peer mentors to scaffold use of explicit instruction alongside promotion of self-directed learning in PBL. The DP1 presented in this poster has potential to be broadly applied as an independent principle to enhance student success and wellbeing, generated from learner achievement of co-constructing curriculum and use of educational tools. Additionally, this DP can be applied as one element of an original PBL informed model recommended to enhance students working together inside a ‘hive of learning’, particularly when first developing skills as individual workers to become group knowledge gatherers/deciders.
| Original language | English |
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| DOIs | |
| Publication status | Published - 20 Jun 2023 |
