Nour Abdalla and Laurel Tien

1. Title: Meet Me at the Table: the lived experience of
weekly virtual seminars in a blended nursing program
Presenters:
Nour Abdalla, KPU Student, BSN-PB;
Laurel Tien, KPU Faculty, BSN-PB

2. Outline of Presentation
● What is nursing?
● BSN-PB program
● Engaging/dynamic learning
● Piloting moving online praxis to blended synchronous
seminars
● Stories of participants
● Pulling in theory
● Next steps

3. Tell us a story...
Take a moment to reflect on a time where you did not know
something and then all of a sudden 'got it'.
In your mind, describe this in as much detail as you can.
Who was there? What mindset were you in? Did this
moment grow in the shadows or jump out at you?
We will discuss common themes together.

4. Quick Facts
27 month Program
Approved by the provincial body, College of Registered
Nurses of BC (CRNBC)
In the process of being accredited by Canadian
Association of Schools of Nursing (CASN)
Eligible to write the licensing exam from Canadian
Nurses Association (CNA) called the NCLEX

5. Nursing as a Career Choice
What is nursing?
What do nurses do?
Who do nurses work with?
How do nurses learn to be nurses? What do
they need to know?

6. Nursing…..
… An Art
…. A Science
Definitely Undergraduate

7. Types of “Nurses”
Registered Nurse (RN)
+ BSN, MSN, PhD 4 yrs
Registered Psychiatric Nurse (RPN)
+ BPN 4 yrs
Licensed Practical Nurse (LPN) 2 years
Definitely Undergraduate

8. NURSING PRACTISE
Definitely Undergraduate
NURSING
ACUTE
87%
Screening
Treat Disease
COMMUNITY
13%
Health Promotion
Disease Prevention

9. How do I become a nurse?
Individuals who decide to pursue a career as a registered nurse need to meet
certain formal requirements for registration, including:
• successful completion of a recognized registered nurse education program;
• passing the NCLEX registration exam;
• demonstrating that they possess the good character expected of a registered
nurse;
• fitness to engage in the practice of nursing; and
• consent to a criminal record check.
Definitely Undergraduate

10. Planning the Technological Landscape
Shaping Curriculum based on Relational Engagement,
Critical Inquiry, Health Promotion
Nursing & Faculty Mentors, Faculty Development
KPU BSN-PB Program Launched in Fall 2012
1
2
3

11. Prepares students with a previous degree in 27 months
All other courses are taken online
Includes two Residencies and two Capstone Practice courses
Strong use of high fidelity simulation labs to reinforce practice
Other practice courses include Primary Health Care, Families
Content is enhanced with interactive & creative technologies
Overview of the BSN-PB Program
Methods of Blended Delivery

12. Moodle iPads
eTexts
Mahara ePortfolios – Collection of
Learning Artifacts
Creativity, Interactivity,
Multimedia, Reflection
Digital texts and resources
Technological Landscape
Multi-layered approach for enhanced engagement

13. Professional
Role
Health
Promotion
Social
Constructivism
Nursing Practice
& Praxis
Ways of
Knowing
Critical
Inquiry
Relational
Engagement
Curriculum & Pedagogy:
Major Philosophical Foundations
Critical Social
Theory

14. Mentors
Inspire
GuideNurture
Nurse Mentor
Faculty Mentor
Networking
Importance of Mentors
Role Models, Social Support, Expert Guide

15. Online Activities
Multimedia
Book
Format
Learning
Activities
Rubrics
Syllabus
LMS – Moodle: Technological Foundation
http://moodle.org

16. Learning Activities in Moodle

17. Interact
Forums
ChatWikis
Group Projects
Journals
Glossaries
Interactive Activities
Supported in Moodle

18. Creativity is a Key Focus
Visual of the Characteristics of Qualitative Research
By Beejay Digno

19. Integrating Web-based Resources
By Danielle Fransen

20. Voice Thread adds Interactivity
http://voicethread.com
Can respond
using mic,
text, or video
Featuring Laurel Tien & Danielle Fransen

21. Educreations enhances Multimedia
http://www.educreations.com
Combines:
• Images
• Narration
• Text
• Drawing
• On a White
Board
screen

22. Mahara ePortfolios support:
Reflective Learning
Personalized
Learning
Lifelong Learning
https://mahara.
org/

23. Photo Novella in Mahara

24. iPads and Apps
Apps are used to:
• Augment and enrich content
• Support creativity
• Facilitate interaction
• Personalize learninghttp://itunes.com

25. Apps for Visual Conceptualization
• Multisensory
learning
• Aesthetics
• Interactivity
• Creativity
• Experiential
learning.
By Beejay Digno

26. Software for practicing assessments

27. Practice & Residencies
•Sem 6
Global Health
•Sem 7 Capstone
Practice Course
•Sem 5
Community
Health
•Sem 1 Includes
two week long
Residency &
Labs
Sem 1
Personal
Sem 2
Chronic
Sem 4 Family
Sem 3 Mental
Health,
Medicine,
Surgery
FAMILY
VISITS
COMMUNITY
AGENCY VISITS

28. Residencies include Lab Skills

29. High Fidelity SIMs Lab Screen

30. iPads augment SIMS learning

31. Tell us a story...
Let’s review some of our themes of learning moments that
rocked our world...

32. Maximizing engaged and dynamic learning in a
blended environment
Best practice in blended learning
● combines the best of both worlds of online and classroom
instruction through curricular design that selects the best
teaching strategy to accomplish the intended student learning
outcomes
Best practice in engaged and dynamic learning
● All knowledge is situated in human presence; ‘Real learning
does not happen until students are brought into relationship’
(Palmer, P, 1978)
● Social interactions are at the heart of the learning process
(Rovai, 2002; Sung & Mayer, 2012)

33. Maximizing engaged and dynamic learning in a
blended environment
Nour’s Story
● Came into the program with a passion for nursing, curiosity
to learn and seeking the flexibility of self-directed learning
● Background in Geology - hands-on, interdisciplinary learning
● First two weeks in residency: building fundamental nursing
skills, practicing in simulation labs
● The online experience: creative, flexible, but also isolating
● Quickly identified a need for more interactive discussion,
which was echoed by the entire cohort

34. Maximizing engaged and dynamic learning in a
blended environment
Nour’s Story
● In a self-regulatory profession, it makes sense to be self-
directed in our learning
○ But still overwhelmed by the amount of information
● The question then became: What can we do to consolidate
the information we are learning and solidify its
importance for nursing practice?
● And thus the conversation started with Laurel...

35. Maximizing engaged and dynamic learning in a
blended environment
Laurel’s Story
● Came to SDGI with moral distress and a niggling question about student
engagement. Small group of students each semester having challenges
getting traction. As a faculty group we tried several ways to support
● My emerging inquiry began with ” How can I support engaged, learner-
centred, asynchronous/a-place and intrinsically-motivated teaching and
learning?
● Started with synchronous patho/nursing apps seminars in sem 1
● Meeting with Nour...a gift in my search for synthesis...
● Praxis in nursing
● Integral Education and Spiral Dynamics as useful frameworks; ...‘transcend
and include’

36. Piloting moving from online to
blended praxis seminars
Originally done online/asynchronous; three components
● Reflective journal
● Narrative Forum with VoiceThread
● Monthly Check-Ins
Blended Format
● Weekly 1.5 hour seminars; combination of f2f and online via
BlueJeans (students chose the format that worked for them)
● Question of the Week
● Discussion of Book Chapter
● Monthly Check in
● Each group chose how they would organize themselves

37. Piloting moving from online to
blended praxis seminars
Nour’s story
● Emerging group dynamics and real-time learning
● Wide variety of experiences and backgrounds
● Learning from each other’s perspectives
● Clear shift from “just another assignment” to exploring current
issues, case studies, and clinical practice scenarios
● Constant reflection on what it means to be a nurse and how
we can improve our practice
● Peers became an invaluable source of support
● Online discussions became much more meaningful

38. Piloting moving from online to
blended praxis seminars
How blended praxis helped in clinical placements
● Able to jump into clinical practice from the first day
● Conscious of how I fit on the unit, and of my role as a nursing student
● Comfortable navigating independent work and engaging in team
discussions
● Critical reflection came naturally - constant evaluation of nursing
practice on the unit and make it better
● Always asking “what can I do better?” and “How can I help my client
with their priorities?”
● Comfortable with Health Authority online modules
● Creative problem solving
● Debriefing, sharing the experience, and learning from other students -
meaningful discussion

39. Piloting moving from online to
blended praxis seminars
Laurel’s story
● Everyone signed up/chose this option!
● What does it mean to come to the table
● Rebuilding trust
● Adapting to loss of teaching partner
● Tell me what your table looks like. Common understandings. Ideas. Beliefs.
Structure, grading and expectations
● Let's step into the pool and see what is there...lets swim together....embracing
uncertainty and ambiguity....
● Inviting others into the metadialogue; Nour, other Faculty in FOH, SDGI faculty
● Leaving things to breathe versus competency- and grade-based
● Building of conversational reality...we each come to the table in our own way...we
come to know our own reality through our own experience
● Role of Faculty as Mentor in the inquiry process
● I write to understand. Creating the space for this reflection.When I write and reflect,
I am always amazed at what arises…

40. Piloting moving from online to
blended praxis seminars
Feedback from students--overall themes
● Seeing a situation from a different viewpoint---able to expand critical thinking and grow in
perspective
● Collaborating through conversation, keeps us connected
● Motivating and inspiring
● ‘Aha’ moments happen with regularity
● Asking questions of instructor and getting answers right away
● More real discussion and less ‘make work’ assignments
● Clarifying uncertainties with regards to the school work
● Allowed for rich and meaningful discussions that were more dimensional and engaging in
comparison to online activities
● Listening to others opens up your thoughts more
Challenges
● Marking has no clear rubric--it is all subjective
● Unknowns at first in how the seminars would run
● BlueJeans does not always work
● Getting through everyone’s questions in the time allotted
● Have monthly in person sessions

41. Piloting moving from online to
blended praxis seminars
Feedback from second faculty member
● Enjoyed this experience--opportunity to interact on a different level
● Up front answers to questions
● Question of the week format worked well to get students engaged
● 8 ideal size of group
● Helpful to have a student-facilitator for each meeting
● Time was too short, need a break in between groups
● Still have reflective journal a few times a semester--gets at different
knowing
● Rubric needed--Blooms taxonomy helpful
● Seminar overload at end of semester

42. Quote from a student...
“I would like to continue these seminars in semester 4. Because
human contact--even over a screen, builds a sense of community
and connection that is lost in a purely textual environment. Its fluid,
its fast, its connecting; we need to touch base with others at least
once a week because it lets us know exactly what is going on. Not
just for ourselves, but peers too, with each week of assignments.
For some of us, this program is our only social outlet, we may
develop cabin fever without it.”

43. Next steps...
Offer in sem 1 and 4 in Fall 2016
● combination of seminars and three journals?
● Tighten up rubric in collaboration with students
● Consider how to adapt these to sem 1 students
● Laurel engaging with regular BSN program to pull some of these ideas
into the praxis seminars in that program
Ideas for seminars (from students):
● Discussing case scenarios and working through the problems presented
as a group.
● Discussing situations where we struggled in clinicals - what happened,
how we reacted, what we could’ve done better, what we learnt and why is
it important

44. Thank you !
Nour Abdalla, KPU Student, BSN-PB
nour.abdalla@email.kpu.ca
Laurel Tien, KPU Faculty, BSN-PB
laurel.tien@kpu.ca

45. Reference
Akcaoglu, M., & Lee, E. (2016). Increasing Social Presence in Online Learning through Small Group Discussions. The
International Review Of Research In Open And Distributed Learning, 17(3). doi:http://dx.doi.org/10.19173/irrodl.v17i3.
2293
Brandt, B. F., Quake-Rapp, C., Shanedling, J., Spannaus-Martin, D., & Martin, P. (2010). Blended learning: emerging
best practices in allied health workforce development. Journal of allied health, 39(4), 167E-172E.
Ellis, R. A. & Calvo, R. A. (2007). Minimum Indicators to Assure Quality of LMS-supported Blended Learning.
Educational Technology & Society, 10 (2), 60-70.
eCampusAlberta (2015) "Essential Quality Standards 2.0". Accessed at http://quality.ecampusalberta.ca
Ferdig, R., Cavanaugh, C., & Freidhoff, J. (Eds.). (2012). Lessons learned from blended programs: Experiences and
recommendations from the field. Vienna, VA: iNACOL. Retrieved fromhttp://www.inacol.org/resource/lessons-learned-
from-blended-programs-experiences-and-recommendations-from-the-field/
Garner, R., & Rouse, E. (2016). Social presence–connecting pre-service teachers as learners using a blended learning
model. Student Success, 7(1), 25-36.
Garrison, R., & Vaughan, H. (2008). Blended learning in higher education: Framework, principles and guidelines. San
Francisco, CA: Jossey-Bass.
Garrison, R. & Vaughan, R. (2004). Blended learning: Uncovering it transformative potential in higher education. The
Internet and Higher Education, 7(2), 95-105.

46. Reference
Jeffrey, L. M., Milne, J., Suddaby. G., & Higgins, A. (2014). Blended learning: How teachers balance the blend of online
and classroom components. Journal of Information Technology Education: Research, 13, 121-140. Retrieved from http:
//www.jite.org/documents/Vol13/JITEv13ResearchP121-140Jeffrey0460.pdf
Krippendorff K. (2009) Conversation: Possibilities of its Repair and Descent into Discourse and Computation.
Constructivist Foundations 4(3): 138–150. Available at http://constructivist.info/4/3/138
Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher's life.
Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students' perceived
learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68–88.
Rourke, L., & Anderson, T. (2002). Exploring social communication in computer conferencing. Journal of Interactive
Learning Research, 13(3), 259–275.
Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (1999). Assessing social presence in asynchronous, text-based
computer conferences. Journal of Distance Education, 14(3), 51–70.
Rovai, A. P. (2001). Building classroom community at a distance: A case study. Educational Technology Research and
Development Journal, 49(4), 33–48. Retrieved from http://dx.doi.org/10.1007/bf02504946
Rovai, A. P. (2002). Building sense of community at a distance. The International Review of Research in Open and
Distributed Learning, 3(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/79/152
Sung, E., & Mayer, R. E. (2012). Five facets of social presence in online distance education.Computers in Human
Behavior, 28(5), 1738–1747. Retrieved from http://dx.doi.org/10.1016/j.chb.2012.04.014
Swan, K., & Shih, L. F. (2005). On the nature and development of social presence in online discussions. Journal of
Asynchronous Learning Networks, 9(3), 115–136.
Tu, C. H. (2002). The measurement of social presence in an online learning environment. International Journal on E-
Learning, 1(2), 34–45.