Development and Implementation of Inquiry Based Learning
In 2016, we were given the task of co-coordinating the development and integration of an active learning approach for our revised undergraduate curriculum that would assist our students integrating the knowledge from all of their courses into their nursing practice. Practice Scenarios were strategically and intentionally designed, in consultation with clinical and community experts that would stimulate curiosity and trigger learners to explore the necessary content while integrating knowledge and skills from other theoretical and laboratory courses. Each course contains four practice scenarios with multiple layers of information that are explored over a period of three weeks. Each practice scenario includes a simulated interaction with standardized patients where students assess and interact with the characters from the practice scenario enabling them to practice their therapeutic relationship skills as well as their assessment and intervention skills.
Students are guided by a facilitator in a class of 30-35 that is further subdivided into small groups of 6 students. This pedagogical design encourages peer-to-peer learning and group collaboration to work together to explore these scenarios in more depth. Each scenario ends with a summative assessment measure (designed in collaboration with the assessment and evaluation unit) that reflects the learning objectives for that practice scenario. The group work is an essential element of the pedagogy. Thus, we believed it was important to integrate reflective practice and incorporate a self and peer feedback component into the classroom. Following a TLS workshop on peer feedback, we identified and implemented the use of CATME to assist students in developing these professional nursing practice skills.
It is impossible to prepare nurses to “know everything” upon graduation. This was an important concept in the approach that was taken in the development of IBL. The goal was to create a more realistic learning experience that goes beyond required textbooks and uses existing literature and research to inform student learning. This required the mapping of the skills necessary for students to find and evaluate information. In collaboration with the Nursing Librarian, we identified and mapped out the necessary evidence-based nursing practices learning outcomes for the undergraduate program. The goal was to equip students with skills to effectively identify and evaluate information to best inform their clinical practice. We worked with the Librarian to create online modules specific to nursing practice. We then connected these modules to learning outcome measures through a combination of quizzes and assignments. These modules and their associated assignments have been very successful and are now being used in all programs across the ISoN.
We integrated many features of the MyCourses platform into the course design. This climate-friendly approach is paperless and encourages digital dialogue between the students and their IBL facilitator, enabling more introverted students to engage more effectively. TurningPoint, student response ware, was also used during class time to engage students in exploring the content via sample questions preparing them for types of questions they will see in the assessments.
Once the IBL design was completed it was time for implementation. We co-developed and delivered training workshops and videos to teach more than 16 faculty members regarding the pedagogical design and techniques for being an effective IBL facilitator. There are now ten courses across all programs that use this pedagogical approach. In order to foster ongoing learning and continuous development of the pedagogy we have also co-established an IBL Community of Practice that meets every three weeks to discuss challenges and identify solutions. This community has evolved over the past three years and has further enriched that quality and effectiveness of this ‘real life’ approach to learning. We are very proud to have been key contributors in creating this shift in the ISoN approach to teaching.
“The IBL style is a great way to have all students engage in critical thinking. This involves gathering data, sorting it, questioning it, conducting research to add depth to it, and then compiling information together. Having all students conduct their own personal research and then sharing postings was very beneficial to gaining access to information and building knowledge.”
- NUR1 225 student