An evaluation of the impact on student teaching and learning experience of simultaneous delivery of a healthcare CPD module using a hybrid online model

Brown, Venetia and Flaherty, Cariona ORCID: https://orcid.org/0000-0002-5430-2384 (2021) An evaluation of the impact on student teaching and learning experience of simultaneous delivery of a healthcare CPD module using a hybrid online model. NET2021 Conference Full Theme Session Abstracts: Theme Session 8B – Learning, teaching and assessment strategies. In: Advanced HE - NET 2021, 01-03 Sept 2021, Virtual. . [Conference or Workshop Item]

Abstract

The rise of technology-enhanced learning has had a significant impact on the way in which teaching and learning can be delivery and experienced within higher participating in a post-graduate critical care module offered in simultaneous dual delivery (hybrid) mode: face to face in the classroom and on-line virtual classroom. It was postulated that the main benefit of a positive evaluation of this delivery mode was to increase student choice when undertaking healthcare CPD (Continuing Professional Development) modules. Dual delivery using a hybrid mode could ensure healthcare CPD modules in particular post-graduate critical care could become more widely available to students who are geographically distant from the University or for students who may not be able to access traditional F2F modules.

Objectives: To explore healthcare CPD students' positive and negative experiences of participating in a dual delivery postgraduate critical care module combining simultaneous use of the virtual classroom and face-to-face classroom teaching. To establish the impact of the simultaneous use of the virtual classroom and face to face classroom teaching on the healthcare CPD student teaching and learning experience.

Study design: The study design used a qualitative, evaluation

Methodology. Nominal Group Technique was utilised to collect data.

Results: Four themes emerged from analysis of the data on the advantages of hybrid mode: personal and financial, increased CPD provision, lecturer / student interaction, and innovation. Four themes emerged from the data on the disadvantages: technical, reduced student interaction, lecturer accessibility, lecturer experience.

Conclusion:
The coronavirus pandemic has shone a light on the need for more critical care-trained staff which in turn requires there to be more opportunities for staff to access critical care education and training. The hybrid approach to delivery provides the potential to increase the number of critical care nurses able to attend post-registration critical care education and training without needing to access all aspects of training in face-to-face class mode.

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