Background: Many nurse educators have pivoted their teaching to online formats since the COVID-19 pandemic began. Nurse educators face the dilemma that person-centred approaches are particularly challenging to replicate online. Current research provides general recommendations for designing and delivering online learning, but less is known about the usefulness of discipline-specific pedagogies for nursing education.
Aim: This study explores the value of creating discipline-specific pedagogies for online learning in baccalaureate nursing education.
Method: Using an action research approach, the authors document their lived experience of designing and delivering a course in two different formats - blended and entirely online. Drawing on existing and new educational models related to online learning, we explore how practice can inform the development of emergent frameworks to guide online education.
Results: Using reflective practice, the authors developed an emergent framework that draws on embodied learning theory to enhance the online delivery of a disability and enablement course for nursing students.
Conclusions: The concept of embodied pedagogies may offer a starting point for developing guidelines for person-centred and student-centred nursing education online.
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| http://dx.doi.org/10.1016/j.profnurs.2023.11.001 | DOI Listing |
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