Partners with Clinical Practice: Evaluating the Student and Staff Experiences of On-line Continuing Professional Development for Qualified Nephrology Practitioners

dc.creator	Susannah QUINSEE
dc.creator	Judith HURST
dc.date	2005-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:29:02Z
dc.date.available	2015-07-20T22:29:02Z
dc.identifier	1302-6488
dc.identifier	https://doaj.org/article/af27e2ec89934271a3a9a32f65470d45
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/22090
dc.description	Partners with Clinical Practice: Evaluating the Student and Staff Experiences of On-line Continuing Professional Development for Qualified Nephrology Practitioners Judith HURST Susannah QUINSEE City University London, THE UNITED KINGDOM ABSTRACT The inclusion of online learning technologies into the higher education (HE) curriculum is frequently associated with the design and development of new models of learning. One could argue that e-learning even demands a reconfiguration of traditional methods of learning and teaching. However, this transformation in pedagogic methodology does not just impact on lecturers and teachers alone. Online learning has pervasive impacts and changes in other HE functions (HEFCE, p.2). Thus, e-learning is a transformational process that posits new challenges for staff and students, both in educational methods and support. Many political, clinical, financial and social influences impact on registered health professionals ability to continue their professional development. This is particularly pertinent in the delivery of nephrology care. In order to evaluate the programme that has now run for 2 years in the context of this institution, evaluative research methodology sought to explore the experiences of the staff and students involved. Qualitative data was collected from the students and a reflective framework was used to form the basis of a focus group for the staff. This paper will present how a virtual learning environment (VLE) was developed utilising the pedagogic framework of solution-focused learning. It will demonstrate evaluation of the students experiences compared to their traditional classroom-learning counterparts, and highlight the reflections of staff developers as they moved into new roles and developed different aspects of their present roles within a traditional HE context.
dc.language	English
dc.publisher	Anadolu University, Eskisehir, Turkey
dc.relation	http://tojde.anadolu.edu.tr/tojde17/pdf/judith.pdf
dc.relation	https://doaj.org/toc/1302-6488
dc.source	The Turkish Online Journal of Distance Education, Vol 6, Iss 1, Pp 1-9 (2005)
dc.subject	on-line learning continuing professional development
dc.subject	student experiences
dc.subject	staff experiences.
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Partners with Clinical Practice: Evaluating the Student and Staff Experiences of On-line Continuing Professional Development for Qualified Nephrology Practitioners
dc.type	article