My DBR Proposal
This design based research proposal forms part of the assessment for the EDU8117 course. For the purposes of assessment my DBR proposal will be focused only on the first two phases of a traditional design based research proposal:
- Analysis of my teaching context and the problems that I can see that NGL may be able to assist with and then
- Applying NGL ideas and principles to design some contextually appropriate ways of addressing these problems.
Statement of the problem and context.
Currently Perioperative Nursing Graduate training programs do not utilise the value of collaborative online peer support networks. Traditional context for education and peer group work has been through a five day largely didactic course, with some practical sessions. In these sessions Graduates have the opportunity to come together meet each other, then they are sent out to work alongside preceptors and clinicians in their various hospitals and specialty rotations. Rarely do the graduates have the opportunity to communicate again with the same graduates from the initial training from other hospitals and have limited time to spend with those within their own hospital for peer group meetings and to network ideas and information.
The Perioperative Learning Environment
My Teaching context and what I would like to achieve with the use of NGL
In my education role as a Perioperative Clinical Facilitator and Nurse Educator, within a busy perioperative unit within public hospital system. My students are either graduates entering the workforce straight from university or transitioning into the perioperative specialty from another area of nursing. Some students may be from the greater multidisciplinary team or returning after a period of absence from the specialty. My students are varied adult learners from across the generations and cultures from baby boomers to the Millennials. From Caucasians to Koreans, there are times in training sessions that the cultural diversity matches that of generational diversity. This diversity within my context is important to consider as it has been suggested that the education trends during a student’s formal education may influence how they learn (Warren, 2012). Warren (2012), highlights some interesting diagrams to reflect the styles of education influence that assists in the understanding of the various needs of learners across theses diverse categories.
What I would like to achieve with Network and Global learning within my context of perioperative education, is to give graduates a place to reflect and share their experiences, knowledge, and clinical experiences. In addition, it would be beneficial to have a central online area where information resources could be sought after and disseminated to enhance their clinical skills.
A description of the research questions.
The question that I would like answered through this application of NGL:
- Can NGL be implemented in a Perioperative Graduate Program to provide peer support for the graduate improve patient care outcomes through clinical support, increased learning opportunities and a sense of belonging through shared experiences?
A literature review was conducted to gain a greater understanding of what is already known about the use of NGL in the perioperative graduate environment. There was little evidence directly related in the current literature, so a less defined yet broader search utilising various key terms and phrases associated with nursing education, graduate peer support, connectivism, web 2.0 for healthcare, nursing education using social media, SAMR model, informatics in nursing education was conducted with greater success.
Valuable information from this review highlighted some findings about Registered Nurses upon completion of their graduate year. A study by McKenna & Newton (2008), found there were three main themes that graduates felt they were able to achieve after the completion of a graduate program; a sense of belonging, their independence and the ability to move on. This sense of belonging may be a critical aspect of workplace socialisation and in particular may enable workplace learning to occur as discussed by (Billett 2006; Eraut 2004) in (McKenna & Newton, 2008). There was also the suggestion by McKenna & Newton (2008) that the sense of workplace engagement of the group of graduates in the study, fostered a confidence and supported their growth as independent practitioners.
As suggest by DYESS & PARKER (2012), a viable option to increase a sense of belonging would be to consider different types of collaborative opportunities that could engage newly registered graduates with their peers, and experienced nurses who could provide support through mentoring.
As George Siemens’ (2004) states with reference to the learning theory of connectivism:
“Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.” (Siemens, 2004)
A description of the proposed intervention.
It is evident from the literature that there is potential to utilise NGL to enhance the peer support program for Perioperative Graduate Nurses. The proposed intervention will utilise a company social networking system already in place within the organisation to provide additional peer and mentor support to Perioperative Graduate Program. As there are already face to face Peer Support parameters built into the graduate program these will still be provided, however after an implementation timeframe there may be capability to have these reduced in both duration and frequency to allow for more clinical learning opportunities to be accessed
The program currently in use is a Microsoft Product called Yammer. It is designed to offer a wide variety of team collaboration tools to help people to easily connect with others in the organisation. It encourages participants to bring work into the one place, so you can share conversations, collaborate on documents, and work more efficiently.
The perioperative graduate group can be created easily within the context of the program. After creation of the group individual members can then be invited to join without need to wait for external administrators. With greater familiarisation of the platform they will be able to utilise additional learning and networking features and explore other groups to liaise further afield of the initial group building their network collaborations and possible further opportunities for learning. Some of these benefits are:
- the platform of Yammer provides an opportunity for the barrier of language to be removed as there are options to translate to a person’s native language
- Private messages can be sent to an individual or groups to maintain confidentiality
- Praise buttons, surveys and many more features
The integration will be made simpler as the Yammer platform is already in place in the workplace, there are intranet sites to encourage staff participation and ICT support if there are technology concerns of graduates, peers, mentors or education staff facilitating conversations or learning opportunities.
A Plan for Implementation
In preparation of a plan to implement new technologies the curriculum will be developed utilising the SAMR – TECH Design principles as discussed by (Roberts, 2013). Roberts, J. (2013) utilised the Substitute Augmentation Modification Redefine Model originally developed by Puentedura, R. (2014) and transformed it into this TECH (Traditional Enhanced Choice Handoff) format that I have further utilised to understand the development of a similar approach for technology implementation for my NGL Proposal.
My Perioperative perception of TECH
To implement these proposed interventions a clear training session and guide for the perioperative graduate nurses and participants expected to be a part of the group, will need to be created. This will ensure that all understand the requirements, benefits and capabilities of the social network. There will also need to be incentives or expectations developed to encourage regular feedback and use or of the network.
The curriculum will need to consider who will moderate conversations and provide comment and feedback for those that require additional support and assistance. Decisions will need to be made as to what content will need to be driven and what will be anecdotal.
Further investigation of the expected timeframes that the graduates will need within the social format is still to be researched.
The proposal will need to be approved by the Nursing Director of Education to ensure full governance of the process has been implemented and to reduce communication errors for successful implementation and then communicated to the Nursing and Midwifery Education team to advertise the possibilities and encourage others to implement new technologies for education. Input for program development and clinical learning opportunities will also be organised through review meetings prior to implementation with the Nurse Unit Manager, Clinical Nurse Consultant and Nursing Director of Surgical Services,
As a facilitator for this proposal I will need to gain a greater understanding of the Yammer program and its full capabilities. Super users within the graduate group will need to be approached and given opportunity to familiarise with the program. This will be to ensure that the users and group page is set up and ready to go live when implementation date approved
In adopting a different framework for education there are still a number of critical questions
What would be the role of the educator?
The education team would need to well versed and familiar with the program to be used and have some preplanned question, surveys points of interest to share with the Graduate Nurses. The education team will need to enable access and encourage utilisation through follow-up if participants do not appear engaged
What would be the role of the learner?
The learners’ role will be to utilise the platform as a way finder for information gathering to help gain both clinical and peer support in the new role as a registered nurse. It will be important for the Graduate Nurse to become engaged with the format to assist them in the acquisition of new clinical and ICT skills and processes needed to build as a Registered Nurse
How would research be conducted?
The research will be conducted through a quantitative and qualitative survey. Quantitative study of time spent in platform vs benefits of a learning network. There is also opportunity for data analytics from the Yammer platform.
What would education “look like”?
Education could look like chunks of information delivered after questions raised through the network. Participants sent web links and resources to help them understand the questions. Self-directed use of the materials given through Files and notes on Yammer, will take the NGL intervention to the next level of allowing choice and modification of learning materials
Any discussion and learning materials used within this platform will be based upon the guiding principles of Nursing Competency Standards from (Nursing and Midwifery Board ofAustralia, 2015). They will also have alignment with both National Safety and Quality Health Service Standards (The Australian Commission on Safety and Quality in Health Care, 2006) and be guided by the Australian College of Operating Room Nursing Standards (ACORN, 2015)
In conclusion The Australian National E-Health Strategy (National E-Health and Information Principal Committee , 2008), has identified that a health workforce skilled in information and communication technologies, was a key area for implementing changes that could transform health care delivery. The implementation of the proposed design based research into the effective use of Yammer to provide a platform for peer networking and to improve collaboration amongst new Perioperative Nurse Graduates is in alignment with the Workforce Development Strategy, which emphasised a need for more creative and effective use of ICT, that would in turn assist and promote the digital literacy of health professionals.
The proposed implementation appears to be resource effective as many of the required components are already in use and will need minimal input to bring to a new workgroup.
The future possibilities for integration of Yammer as a peer support network for the perioperative specialty graduates across the health district is very enticing. There are many elements of rural perioperative nursing facilities that could also benefit from regular engagement with a metropolitan Nurse educator networks to support learning and clinical practice development. However further meetings with Perioperative Collectives may instigate even greater opportunities for the uses of Network and global learning technologies that utilise live Webinars, Blogs and telecommunication to meet the changing needs of the ever changing Perioperative environment
ACORN. (2015). Australian College of Operating Room Nurses. Retrieved from http://www.acorn.org.au/
DYESS, S., & PARKER, C. G. (2012). Transition support for the newly licensed nurse: A programme that made a difference. Journal of Nursing Management, 20(5):615-23 .
Jones, D. (2015). Week 9 – Design Based Research. Retrieved from netgl: https://netgl.wordpress.com/study-schedule-2/week-9-design-based-research/
McKenna, L., & Newton, J. M. (2008). After the graduate year: a phenomenological exploration of how new nurses develop their knowledge and skill over the first 18 months following graduation. Australian Journal of Advanced Nursing, 9-15.
National E-Health and Information Principal Committee . (2008, September 30). Retrieved from National E-Health Strategy : http://www.health.gov.au/internet/main/publishing.nsf/Content/69B9E01747B836DCCA257BF0001DC5CC/$File/National%20eHealth%20Strategy%20final.pdf
Nursing and Midwifery Board ofAustralia. (2015, August). Ahpra Nursing and Midwifery Board of Australia. Retrieved from http://www.nursingmidwiferyboard.gov.au/Registration-Standards.aspx
Puentedura, R. (2014, December 11). SAMR and TPCK: A Hands-On Approach to Classroom Practice. Retrieved from Ruben R. Puentedura’s Weblog ongoing thoughts on education and technology: http://www.hippasus.com/rrpweblog/archives/000140.html
Roberts, J. (2013, November 30). Turning SAMR into TECH: What models are good for. Retrieved from Literacy, Technology, Policy, Etc….A Blog: http://www.litandtech.com/2013/11/turning-samr-into-tech-what-models-are.html
Siemens, G. (2004, December 12). Connectivism: A Learning Theory For the Digital Age. Retrieved from elearnspace everything elearning.: http://www.elearnspace.org/Articles/connectivism.htm
The Australian Commission on Safety and Quality in Health Care. (2006). Retrieved from http://www.safetyandquality.gov.au/
Warren, I. (2012, June 6). Are learning differences between generations a myth? Retrieved from MicroAssist Technology Wise: http://www.microassist.com/custom-e-learning/the-learning-dispatch/are-learning-differences-between-generations-myth