The early benefits of a problem-based approach to teaching social inclusion using an online virtual town.
This article describes the delivery of a core pre-registration nursing and midwifery module centred on social inclusion. The module was previously delivered using a classroom-based problem-based learning approach. Difficulties with this approach led to changes to the module and its delivery. Logistic issues encouraged the module team to implement a blended learning approach using a virtual town to facilitate online learning and discussion activities. The paper describes and discusses the use of online learning technology to support student nurses and midwives. It highlights the benefits of this approach and outlines some of the experiences of the students including their evaluation of the virtual town. There is also an examination of some of the practical and theoretical issues related to both problem-based learning, online working and using a virtual town to support learning. This article outlines the approach taken and its implications.
Beadle
Mary
M
Faculty of Health and Social Care, The University of Hull, Cottingham Road, HULL HU6 7RX, United Kingdom. M.L.Beadle@hull.ac.uk
Santy
Julie
J
D003198:Computer Simulation; D003194:Computer-Assisted Instruction / Q000379:methods*; D003479:Curriculum / Q000592:standards; D004779:Environment Design; D006801:Humans; D007398:Interpersonal Relations; D008880:Midwifery / Q000193:education*; D017145:Models, Educational; D015402:Nursing Education Research; D009740:Nursing Staff / Q000193:education*; D018794:Problem-Based Learning / Q000379:methods*; D015397:Program Evaluation; D012931:Social Environment; D006113:United Kingdom; D014584:User-Computer Interface