Online professional development for digitally differentiated nurses: An action research perspective

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dc.citation.volume22
dc.contributor.authorGreen JK
dc.contributor.authorHuntington AD
dc.date.available2017-01
dc.date.available2016-11-29
dc.date.issued2017-01
dc.description.abstractProfessional development opportunities for nurses are increasingly being offered in the online environment and therefore it is imperative that learning designers, nurse educators and healthcare organisations consider how best to support staff to enable Registered Nurses to capitalise on the resources available. Research participants explored educational strategies to support digitally differentiated nurses' engagement with professional development activities in an online environment through a participatory action research project that collected data over a 16 month period through six focus groups before being analysed thematically. The reality of work-based, e-learning while managing clinical workloads can be problematic however specific measures, such as having a quiet space and computer away from the clinical floor, access to professional development resources from anywhere and at any time, can be effective. A 'one-size-fits-all' approach to resources offered will not meet the needs of diverse staffing groups whereas heutagogical learning offers tangible benefits to Registered Nurses seeking professional development opportunities in this context. Apparent proficiency with technological skills may not reflect a Registered Nurse's actual ability in this environment and face-to-face support offered regularly, rather than remedially, can be beneficial for some staff. Implementing specific strategies can result in successful transition to the online environment.
dc.description.publication-statusPublished
dc.format.extent55 - 62
dc.identifierhttp://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000395953500009&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=c5bb3b2499afac691c2e3c1a83ef6fef
dc.identifier.citationNURSE EDUCATION IN PRACTICE, 2017, 22 pp. 55 - 62
dc.identifier.doi10.1016/j.nepr.2016.11.009
dc.identifier.elements-id283697
dc.identifier.harvestedMassey_Dark
dc.identifier.issn1471-5953
dc.publisherElsevier
dc.relation.isPartOfNURSE EDUCATION IN PRACTICE
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 New Zealand (CC BY-NC-ND 3.0 )
dc.subjectProfessional development
dc.subjectNursing
dc.subjectOnline learning
dc.subjectHeutagogy
dc.subjectAndragogy
dc.subjectAction research
dc.subjectQualitative
dc.subject.anzsrc1110 Nursing
dc.subject.anzsrc1302 Curriculum and Pedagogy
dc.titleOnline professional development for digitally differentiated nurses: An action research perspective
dc.typeJournal article
pubs.notesNot known
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/College of Health
pubs.organisational-group/Massey University/College of Health/School of Nursing
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