A literature review of mentorship programs in academic nursing.

This paper reports the qualitative findings of a mixed methods research study conducted at three Canadian post-secondary institutions. Called the Meaningful E-learning or MEL project, the study was an exploration of the teaching and learning experiences of faculty and students as well as their perceptions of the benefits and challenges of e-learning. Importantly, e-learning was conceptualized as the integration of pedagogy, instructional technology, and the Internet into teaching and learning environments. Based on this definition, participants reflected on e-learning in relation to one or more of the following contexts: face-to-face (f2f) classrooms in which instructional technologies (e.g. learning management systems, video and web-conferencing, mobile devices, etc.) are used; blended or web-enhanced learning environments; and fully online learning environments.
Data collected for the study included survey data (n=1377 for students, n=187 for faculty); narrative comments (n=269 for students, n=74 for faculty); and focus groups (n=16 for students, n=33 for faculty). The latter two sets of data comprise the basis of this paper. Four major themes emerged based on the responses of students and faculty. Represented by the acronym HIDI, the themes include human connection (H), IT support (I), design (D), and institutional infrastructure (I). These themes and sub-themes are presented in the paper as well as recommendations for educators and administrators who aspire to make e-learning a pedagogically meaningful experience for both learners and their teachers.
Cet article presente les resultats qualitatifs d’une etude de recherche a methodes mixtes menee dans trois etablissements canadiens d’etudes superieures. L’etude, intitulee « The Meaningful E-Learning » ou projet MEL, consistait en une exploration des experiences d’enseignement et d’apprentissage de professeurs et d’etudiants ainsi que leurs perceptions des avantages et des defis de l’apprentissage electronique. Chose importante, l’apprentissage electronique a ete conceptualise pour que soient integres la pedagogie, la technologie educative et l’emploi d’internet pour former des environnements d’enseignement et d’apprentissage. Sur la base de cette definition, les participants se sont penches sur l’apprentissage electronique par rapport a un ou plusieurs des contextes suivants : la salle de classe en situation de face-a-face, ou des technologies educatives (par ex. systemes de gestion de l’apprentissage, video-conferences et conferences web, appareils mobiles) sont utilisees, des environnements mixtes ou optimises par le web et des environnements d’apprentissage entierement en ligne.
Les donnees recueillies lors de l’etude comprennent des donnees d’enquete (n=1377 pour les etudiants, n=187 pour les professeurs), des commentaires narratifs (n=269 pour les etudiants, n=74 pour les professeurs) ainsi que des groupes de discussion (n=16 pour les etudiants, n=33 pour les professeurs). Les deux derniers ensembles de donnees constituent la base de cet article. Quatre themes principaux ont ete mis en lumiere en fonction des reponses des etudiants et des professeurs. Representes par l’acronyme HIDI, les themes comprennent la connexion humaine (H), le soutien par technologie de l’information (I), le design (D) et l’infrastructure institutionnelle (I). Ces themes et sous-themes sont presentes dans l’article et sont accompagnes d recommandations a l’intention des educateurs et des administrateurs qui souhaitent faire de l’apprentissage electronique une experience pedagogique significative tant pour les apprenants que pour leurs professeurs.

https://files.eric.ed.gov/fulltext/EJ1045977.pdf

Qualitative Insights from a Canadian Multi-institutional Research Study: In Search of Meaningful E-learning

This paper reviews the foundational litera- ture of contemporary e-learning, with a focus on scaffolding, instructional design, and engagement. These concepts are then considered in two limited case studies, each involving e-learning and adult learners—in particular, nurse-learners. The first case study describes the use of  a scaffolding model called Introduction, Connect, Apply, Reflect, and Extend (ICARE) in e-learning for nursing education. The second is a reflection on the use of engagement strategies for the purposes of discourse and learning in a different online nursing context. Because nursing educators were among the early adopters of e-learning, they are important mentors to others who are adopting e-learning strategies at this time. Additionally, the paper is a crossroads publication: it reminds the reader of the imperative to review theory and emerging evidence related to e-learning and to bring key findings to the actual practice of e-learning in order to benefit the adult student. This commitment to theory and practice will enable the evolution of e-learning for all learners, including returning adult learners and working professionals. Keywords: scaffolding, instructional design, interaction, best practices, engage- ment, adult education, working profes- sionals, e-learning.

/pdf/the-use-of-scaffolding-and-interactive-learning-strategies-3yta6uaxgg.pdf

The Use of Scaffolding and Interactive Learning Strategies in Online Courses for Working Nurses: Implications for Adult and Online Education

There is no questioning the growth of e-learning in universities around the world. Whether or not we are doing it effectively and meaningfully is where the uncertainty lies. In this chapter, two e-learning researchers from Canada offer their perspective on e-learning in that country. This perspective includes a snapshot of the Canadian e-learning landscape as well as the results of a multi-university research study called the Meaningful E-Learning or MEL project. The authors explore four themes derived from the MEL project and represented by the acronym HIDI (human interaction, IT support, design, and institutional support) in relation to three e-learning scenarios. While each element of HIDI is recognized as important, the criticality of institutional support and design cannot be overemphasized in the pursuit of excellence in e-learning.

A Model for Meaningful E-Learning at Canadian Universities

In this study, the perceptions and experiences of an interprofessional team responsible for the development and delivery of the Registered Practical Nurse (RPN) to Bachelor of Science in Nursing (BScN) Blended Learning Program at Nipissing University were examined. In this program, RPNs can acquire a BScN through distance-based part-time study, including online courses and clinical practicum. In three years, the program has grown from an initial intake of 60 students to a current enrolment of over 600 students (Fitzgerald, Beattie, Carter, & Caswell, 2014). The success of the program is attributed to three factors: a part-time curriculum that permits students to work as they study; partnerships with hospitals and other clinical facilities to support the nurse-learner’s clinical placements; and the performance of a highfunctioning interprofessional team. This study of teamwork will benefit nursing and adult learning educators as well as e-learning professionals involved in the development and delivery of flexible programs for working nurses.

/pdf/an-examination-of-interprofessional-team-functioning-in-a-3fq28sp94s.pdf

An Examination of Interprofessional Team Functioning in a BScN Blended Learning Program: Implications for Accessible Distance-Based Nursing Education Programs

This paper describes a faculty development model called the highly relevant mentoring (HRM) model; the model includes a framework as well as some practical strategies for meeting the professional development needs of faculty who teach web-based courses. The paper further emphasizes the need for faculty and administrative buy-in for HRM and examines relevant theories that may be used to guide HRM in web-based teaching environments. \n \nOf note is that HRM was conceived by the instructional design staff who contributed to this paper before the concept of high impact mentoring appeared in the recent literature (2009). While the model is appropriate in various disciplines and professions, the examples and scenarios provided are drawn from a Canadian university’s experience of using HRM, in conjunction with a pedagogical approach called ICARE, in a variety of nursing courses and programs. \n \n \nCet article decrit un modele de formation du personnel enseignant intitule « highly relevant mentoring (HRM) » (mentorat haute efficacite); ce modele comprend une structure et des strategies pratiques visant a combler les besoins en formation du corps professoral d’une faculte offrant des cours en reseau. L’article souligne la necessite d’un appui facultaire et administratif au HRM et etudie les theories pertinentes pouvant servir a guider le HRM dans des milieux d’enseignement en reseau. \n \nOn notera que le HRM a ete concu par l’equipe de conception de materiel pedagogique qui a contribue a cet article avant l’apparition, dans les publications recentes (2009), du concept de « high impact mentoring » (mentorat a haut rendement). Bien que ce dernier modele convienne a diverses disciplines et professions, les exemples et les scenarios fournis ici sont tires de l’experience d’utilisation du HRM dans une universite canadienne, conjointement a une approche pedagogique appelee ICARE, dans une variete de cours et de programmes de sciences infirmieres.

/pdf/highly-relevant-mentoring-hrm-as-a-faculty-development-model-ke0cx0frnx.pdf

Highly Relevant Mentoring (HRM) as a Faculty Development Model for Web-Based Instruction.

This paper describes a faculty development model called the highly relevant mentoring (HRM) model; the model includes a framework as well as some practical strategies for meeting the professional development needs of faculty who teach web-based courses. The paper further emphasizes the need for faculty and administrative buy-in for HRM and examines relevant theories that may be used to guide HRM in web-based teaching environments. 

Of note is that HRM was conceived by the instructional design staff who contributed to this paper before the concept of high impact mentoring appeared in the recent literature (2009). While the model is appropriate in various disciplines and professions, the examples and scenarios provided are drawn from a Canadian university’s experience of using HRM, in conjunction with a pedagogical approach called ICARE, in a variety of nursing courses and programs. 


Cet article decrit un modele de formation du personnel enseignant intitule « highly relevant mentoring (HRM) » (mentorat haute efficacite); ce modele comprend une structure et des strategies pratiques visant a combler les besoins en formation du corps professoral d’une faculte offrant des cours en reseau. L’article souligne la necessite d’un appui facultaire et administratif au HRM et etudie les theories pertinentes pouvant servir a guider le HRM dans des milieux d’enseignement en reseau. 

On notera que le HRM a ete concu par l’equipe de conception de materiel pedagogique qui a contribue a cet article avant l’apparition, dans les publications recentes (2009), du concept de « high impact mentoring » (mentorat a haut rendement). Bien que ce dernier modele convienne a diverses disciplines et professions, les exemples et les scenarios fournis ici sont tires de l’experience d’utilisation du HRM dans une universite canadienne, conjointement a une approche pedagogique appelee ICARE, dans une variete de cours et de programmes de sciences infirmieres.

/pdf/highly-relevant-mentoring-hrm-as-a-faculty-development-model-ey58bngxok.pdf

Highly Relevant Mentoring (HRM) as a Faculty Development Model for Web-Based Instruction / Highly Relevant Mentoring (HRM) (mentorat haute efficacité), un modèle de formation du corps professoral à l’enseignement en réseau

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Highly Relevant Mentoring (HRM) as a Faculty Development Model for Web-Based Instruction.

Highly Relevant Mentoring (HRM) as a Faculty Development Model for Web-Based Instruction / Highly Relevant Mentoring (HRM) (mentorat haute efficacité), un modèle de formation du corps professoral à l’enseignement en réseau