Reconceptualization of a doctoral EBP course from in-class to blended format: Lessons learned from a successful transition

Robin Newhouse, Kathleen M. Buckley, Marian Grant, Shannon Idzik

Research output: Contribution to journalArticlepeer-review

5 Scopus citations

Abstract

In 2008, the University of Maryland School of Nursing transitioned the doctor of nursing practice core courses from an in-class to a blended (hybrid) course delivery method. As part of this transition, the evidence-based practice course was reconceptualized, implemented in its new format, and evaluated after being completed by 2 cohorts. The transition was successful because of a strong open interprofessional team, faculty training in blended course best practices, support by experts in instructional design and Web-based learning throughout the transition, and continual formative evaluation by students and faculty. The resulting course received strong positive evaluations by students and was certified by Quality Matters, indicating the incorporation of best practices in online teaching.

Original languageEnglish (US)
Pages (from-to)225-232
Number of pages8
JournalJournal of Professional Nursing
Volume29
Issue number4
DOIs
StatePublished - Jul 1 2013
Externally publishedYes

Keywords

  • Blended delivery
  • Course development
  • Doctor of nursing practice
  • Evaluation

ASJC Scopus subject areas

  • Nursing(all)

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