Evaluation of the Delivery of an Intensive Care Nursing Course During the Covid-19 Pandemic and Beyond: Poster presentation

Research output: Contribution to journalMeeting Abstractpeer-review

Abstract

Introduction: Monash University offers postgraduate study in Intensive Care Unit (ICU) Nursing. Course delivery was impacted by the COVID-19 pandemic requiring adaptation from on-campus to online throughout 2020 and some of 2021. Thereafter, students could choose either mode, supplemented by asynchronous online learning.
Objectives: To evaluate the delivery of a postgraduate ICU nursing course during and post the COVID-19 pandemic.
Methods: A cross-sectional study using an online survey was administered to students to evaluate the teaching and learning activities. Data were collected from March 2020 to June 2023. Feedback was given on delivery mode, content, learning activities and clinical experience using a Likert scale and open-ended questions. Descriptive analysis of the sample was reported as mean or median depending on the distribution pattern. Free text responses underwent content analysis. Ethics was approved.
Results: Seven cohorts of unit 1 (n=545) and 6 cohorts of unit 2 (n=403) yielded 346 (64%) and 193 (36%) responses respectively. On course commencement, 76% of students had less than 12 months prior ICU experience. Preferred learning mode in both units was a combination of asynchronous and synchronous (53%). Students stated synchronous online learning provided flexibility and reduced stress. The most valued synchronous learning activities for online students were mini lectures (69%). Unit 1 and 2 on-campus students preferred interactive group work (59%) and mini lectures (56%) respectively. Students valued clinical case studies, interactive quizzes and ICU clinical support. Online students reported challenges with group work dynamics. Course satisfaction has increased by 20% in both cohorts.
Conclusion: COVID-19 forced innovative change to course delivery by offering flexible learning modalities. Students valued the flexibility of the hybrid model of learning and continued work is needed to integrate the two modalities during synchronous teaching.
Original languageEnglish
Pages (from-to)s17-s18
Number of pages2
JournalAustralian Critical Care
Volume37
Issue numberS1
DOIs
Publication statusPublished - 2024
EventANZICS/ACCCN Intensive Care Annual Scientific Meeting 2024 - Brisbane Convention and Exhibition Centre, Brisbane, Australia
Duration: 10 Apr 202412 Apr 2024
https://www.anzics.org/events/anzics-acccn-intensive-care-asm-2024/
https://www.australiancriticalcare.com/issue/S1036-7314(24)X0006-5

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