Abstract
Systematically applied, reflection is a process that can improve practice and release potential for informed, constructive change. This paper is a critical, reflective evaluation of online innovations in an undergraduate nursing course, with suggestions for strategies that can work to encourage students' engagement with each other in active learning. Key components and learning activities are discussed, as implemented within a course offered to third year, undergraduate student nurses. Pausing to reflect on the'at times'discomforting nexus between expected and actual outcomes, I highlight how introducing innovation can yield both unintended consequences and unexpected rewards for students and instructor.
| Original language | English |
|---|---|
| Title of host publication | E-Learn 2008 |
| Editors | G. Richards |
| Place of Publication | Chesapeake, VA |
| Publisher | AACE |
| Pages | 591-601 |
| Number of pages | 11 |
| ISBN (Electronic) | 1880094665 |
| Publication status | Published - 2008 |
| Event | World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education E-LEARN - Las Vegas, United States Duration: 26 Jun 2008 → 27 Jun 2008 |
Conference
| Conference | World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education E-LEARN |
|---|---|
| Country | United States |
| City | Las Vegas |
| Period | 26/06/08 → 27/06/08 |
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Cite this
Barrett, P. (2008). Possibilities and pitfalls of introducing educational innovation: Reflection on processes and outcomes in a blended learning design for undergraduate student nurses. In G. Richards (Ed.), E-Learn 2008 (pp. 591-601). AACE.