Transition into Advanced Practice: Development and evaluation of a blended learning strategy.

Abstract

Background: In 2011, the Introduction to Specialty Practice program was launched to assist Registered Nurses (RNs) to enhance knowledge and skills in critical care areas. The National Health and Quality Standards were introduced into Epworth HealthCare in 2012. In 2014 the program was made available to all RN’s, across all clinical specialities, enabling them to better detect and respond to patient clinical deterioration. Before 2017, the program was delivered face-to-face and the course contents were delivered via email. Since 2017, the course has again been adapted to be delivered using a blended learning approach that includes: online modules that cover key theoretical aspects, and seven class-based sessions that include seminar discussions and simulation of clinical scenarios. Class-based sessions focused on group learning activities and the discussion of case study scenarios. Simulated clinical scenarios are included to improve non-technical skills including critical thinking/reasoning, communication leadership and prioritisation skills. Method: The impact of changing the program delivery format was evaluated using retrospective analysis of administrative data, as part of Epworth education quality improvement activity. Results: Preliminary findings comparing face-to-face program in 2016 with the blended program in 2017 found that the uptake by RNs had increased by 10%. Blended program delivery allowed another campus (Geelong) to deliver the program to its own staff. Conclusion: This preliminary analysis has informed the development of a prospective multiple methods study to evaluate whether or not the new approach to program delivery meets the needs of both clinicians and key organisational stakeholders.