Actitity 2

Activity 2: Define flexible learning in the nursing context.

I have just started to work on the second activity of flexible learning and have read the Collis and Moonen (2001) chapter while I had my lunch.  The chapter title “Flexible learning: it’s not just about distance”  catches my attention as I have just spent 2 hours in a skills laboratory with a group of nurses who are based in Timaru yet who travel to Dunedin weekly to gain the same instruction as the local student nurses.  As nursing is a skills-based profession, their learning is supported by them spending one day a week on campus.   Nursing School staff makes sure that their programme of learning is fitted around each Wednesday.  Other instruction and relay of lectures is provided by ‘Telepeads’, a large interactive videoconferencing camera and screen which lives in a lecture room in G Block. We have been trained in the use of the equipment and with each teaching session it is becoming easier to operate.  Students are based in Timaru and can see and hear the lecturer in Dunedin.  The lecturer can see the students on screen and students can ask questions and hear other student’s comments and questions in class.

So flexible learning in my context involves distance and communication with a group based in Timaru.

 Nursing has always used a system of ‘blended learning’ which incorporates many of the flexible learning components mentioned in this reading.  This involves using a mixture of face to face lecture, tutorials and workshops, class room instruction, skills laboratories, simulations, roles plays and on-line lectures. 

Teaching methods are chosen to facilitate the best possible learning outcomes.  For example, role plays are a safe and effective way to practice communications skills of interviewing and giving support.  Class room activities are an effective way of sharing experiences and information and checking understanding.   On-line learning is ideal for teaching factual information and using quizzes to check understanding.  Students are provided with self-directed learning activities and are allocated time in their study week to do these activities.  Blended learning provides the teacher with choice in the methods used.  The learner also benefits by the range or learning activities offered and the teacher’s pedagogical aim of optimising student’s learning outcomes. As I read further, I see that many of these strategies fit the components of flexible learning mentioned in the chapter.

On the last page of the reading, the institutional framework is discussed.  This reminds me of some of the not so flexible aspects of my work environment.  For the Bachelor of Nursing, places are limited to 110 students in the first year programme and about one third of applications gain places in the BN programme.  The number of places offered is limited by the requirement for students to gain nursing experiences in the healthcare sector.  The number is restricted by the ability of healthcare institutions in the Otago region to supervise students nurse’s placement experience.    

To sum up.   Flexible learning supported by technology is an ideal way of providing continuing education for nurses.  It is used in nursing for a variety of reasons.  ‘Nursing’ is a complex caring profession.  It is based on objectivity and science while at the same time requiring nurses to be empathetic and expert communicators.  Knowledge and skill builds through reading, watching, practice, and expert guidance over time.  We need to be flexible to do this well!