Abstract
Realising the potential for commencing students to succeed at university depends on designing a pedagogy that not only engages students in learning but also encourages their reflection on that learning. This guiding philosophy provided the impetus for a course that also needed to accommodate challenges emanating from a very diverse student cohort, a program decision to switch from an on campus to an online teaching mode, an inter-disciplinary and collaborative program emphasis and the complexities stemming from change forces currently impacting on the Australian higher education sector. These forces included changes in pedagogy, curriculum, assessment, academic identity, technology, research-informed learning and student and stakeholder expectations. This paper documents the design, development, delivery and evaluation of a first semester, first year undergraduate nursing course conducted in the Nursing Program at the University of Southern Queensland. The course integrates an engaging learning philosophy while simultaneously embracing new directions in higher education to empower commencing students.
Highlights
This paper will focus on the design, development, delivery and evaluation of a first year undergraduate nursing course conducted by the Department of Nursing and Midwifery at the University of Southern Queensland (USQ)
The course has been conducted since 2006 and is one of two courses designed to assist students to develop the literacies and skills they need to succeed as learners in their higher education (HE) studies and as nursing professionals: Building Professional Nursing Attributes A (CMS) and Building Professional Nursing Attributes B (MAT)
This section will explore the online components of CMS pedagogy
Summary
Other change forces are those generated by communication technology, in this instance, helping students master and demonstrate the rapidly evolving range of technological literacies demanded by both HE and the profession (Reushle, McDonald, & Postle, 2010); recent research-informed learning, especially important for nursing students who need to manage changing professional development needs; and student and other stakeholder expectations, including professional demands for effective interpersonal and team work capacities and the political pressures regarding nursing accountability and scope of practice (Lawrence et al, 2008) These new directions and change forces influenced CMS pedagogy, mainly in relation to technological engagement and e-learning. Assignment 2 consists of the e-portfolio and includes reflective paragraphs on students’ semester 1 (s1) experiences, their development of a nursing competency or code and a graduate quality and their capacity for technological engagement
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