Teaching project: Within the framework of the project, online teaching and learning offers are developed that shed light on the topic of "Institutional framework conditions of nursing care". The project is part of the OERContent.nrw funding line. Duration: Summer 2020 to the end of 2022. The aim is to qualify students for management tasks in institutions of inpatient and outpatient care as well as in consulting.

Project management and coordination: Professor Dr. Dagmar Ackermann

Challenge

The management of organizations is influenced in many ways by framework conditions that must be taken into account when making decisions. Knowledge of these frameworks is an indispensable prerequisite for understanding the systems in which organizations are integrated. At the same time, the acquisition of this knowledge is often a highly individualized process with divergent learning strategies of different learning types.
This raises the question: What possibilities does digitization offer for preparing teaching education and learning content for different learning types in such a way that it can be conveyed in a way that is both realistic and interesting, and can be adapted appropriately to different learning speeds? Is it possible to make better use of self-learning time in the context of the workload of modules?

Solution

The concept uses the approach of scenario-based learning. Based on a fictional frame story with a protagonist family, the students discover the different institutional frameworks of care provision in eight thematically differentiated modules. With the help of realistic scenarios, students from the fields of Nursing and Health Sciences are addressed and can work through the course content on their own. Self-study is supported by media-didactic content such as learning videos, podcasts or interactive elements, which can be selected and used more or less intensively depending on the learning type.

Advantages

Advantages for students:

• The concept enables the learning space to become more flexible. Students make new demands on learning. Taking into account individual learning needs, it is possible to work out the offered course content in self-study independent of location and time.
• Through realistic scenarios and the use of a protagonist family, students can better identify with the subject matter.
• The scenarios provide an anchor point that makes it easier for them to grasp the content and master tasks.
• The motivation of the students is promoted: Curiosity is aroused and the fun of learning is evident.
• The compilation of materials enables the design of an individual learning path, in which the interlocking of the topics to be worked on nevertheless remains visible.

Advantages for lecturers:

• Media didactic elements serve to activate the students.
• Individual elements of the online course can be used as part of blended learning to prepare for or follow up on courses.
• Likewise, successful completion of the course as a whole or of parts of it can be assumed as a prequalification for participation in advanced courses.
• The concept enables the lecturer's role to change from knowledge mediator to agile learning facilitator.

Details

The online course created has a modular structure in the form of eight modules, which can be used flexibly in teaching education and thus do not follow a predefined linear structure. The resulting individual learning path enables the students to learn in a performance-differentiated manner, which is individually linked to their needs and level of competence.

The development of the digital teaching offer aims at the qualification for management tasks in institutions of inpatient and outpatient care as well as in the consulting of institution owners of these care offers. Against this backdrop, it requires a learning environment that promotes teaching at multiple levels of competence and viewing from different perspectives. Scenario- or case-based learning is a suitable didactic guiding principle. Students are motivated to deal with application-related problems by means of authentic and realistic situations. With the help of a frame story and sub-stories based on it, competencies around the institutional framework of nursing care are placed in a realistic context. The students are confronted with the concerns and problems of people in need of care and their relatives as well as of actors on the care market. The related knowledge is presented systematically and is deepened and applied with the help of exercises. At the degree of each module, a test can be taken to check the achievement of the learning objectives.

The online course created is primarily aimed at the Degree programmes Health Care Management, Nursing and Health Care Management, Nursing as well as Health Economics. In addition, the content can be used in business administration degree programmes as part of elective courses in the field of Health Care.

Teaching/learning methods and/or digital media

Storytelling:
Purpose: To promote motivation and activate prior knowledge.

• Confrontation with the frame story, introduction to the overall situation
• Branching off of the sub-stories and introduction to the individual building blocks: introduction to the topic of the building block by means of a scenario from practical application

Audio files/podcasts:
Purpose: living learning

• Establishing a reference to reality through interviews with practitioners
• advanced course with short explanations of complex illustrations

Screencasts/videos:
Purpose: complexity resolution

• providing an overview of the individual contents
• step-by-step resolution in the presentation of difficult contexts

Self-tests:
Purpose: Checking and securing learning progress

• Card quiz
• True-false questions
• Cloze texts
• etc.

Stumbling blocks

With the students:

• Acceptance of an intensive use of the learning platform Moodle
• Examination of the functions of the learning management system
• Understanding and acceptance of the importance of the workload with the share of self-learning time
• Few to no haptic elements with predominant screen work

Among lecturers:

• Workload in designing and creating materials.
• Acceptance of the use of OER content, taking into account one's own teaching objectives and type of teaching
• Uncertainties with regard to copyright and data protection law

Recommendation/tips

• Inform about framework conditions and regulations at an early stage or request them (e.g. at ORCA.nrw), so that they can be directly considered when creating materials
• Check content from different user perspectives (usability tests with students)
• timely implementation of a quality assurance concept (version management)

Involved

The Hochschule Niederrhein (consortium leader)
Prof. Dr. Dagmar Ackermann
Nora Hoppmann, M.A.
Dipl. Des. Nandita Schwalbe

University of Applied Sciences Bochum
Prof. Dr. André Posenau
Dr. Ismail Özlü (meanwhile Prof. at FH Bielefeld)

Rhine-Waal University of Applied Sciences
Prof. Dr. Frank Schmitz (from 01.03.22 hsg Bochum)
Anne Griese, M.A.

FH Münster
Prof. Dr. Christopher Niehues
Julius Thume, M.A.

Links/ Hints
https://www.orca.nrw/