Head of Programs, Nursing and Midwifery/College of Sport, Health and Engineering, Victoria University, PO Box 14428, Melbourne 8001, Australia.
Deputy Head of Programs Nursing and Midwifery, Course Chair Bachelor of Midwifery/Bachelor of Nursing, College of Sport, Health and Engineering, Victoria University, PO Box 14428, Melbourne 8001, Australia.
Nurse Educ Pract. 2024 Feb;75:103905. doi: 10.1016/j.nepr.2024.103905. Epub 2024 Jan 27.
The aim is to present outcome and engagement data from the initial years of the implementation of a new teaching approach in entry to practice nursing and midwifery education.
The Block Model (TBM) is a teaching approach that involves studying one unit of study at a time over a four-week period, as opposed to the traditional semester model. This paper presents data revealing the impact of TBM on student engagement and overall experience in entry to practice Bachelor of Nursing and Midwifery programs.
The evaluation retrospectively compared key indicators pre- Block Model implementation with outcomes for nursing and midwifery students using TBM approach using standard data sets and external comparators such as the Student Experience Survey and National Employability Survey.
The study presents a comparative analysis of key indicators and graduate outcomes for students. We use reportable data and two external comparators, the Student Experience Survey and the National Employability Survey, to gauge student learning and graduate employability. The evaluation was conducted in a tertiary institution in Australia with for nursing and midwifery students who completed their studies using TBM approach at the university.
The implementation of TBM in nursing and midwifery programs resulted in improvements in learner engagement, retention rates and pass rates. Improvements were also noted graduate outcomes, with an increase in full-time graduate employment.
The results suggest the Block Model is a promising new teaching approach in nursing and midwifery education, with potential benefits for learner engagement, retention and pass rates.
本研究旨在展示一种新教学方法在护理和助产学实践入门教育中的实施初始阶段的结果和参与数据。
块状模型（TBM）是一种教学方法，它涉及在四周的时间内一次学习一个单元的学习内容，而不是传统的学期模式。本文介绍的数据揭示了 TBM 对学生参与度和护理与助产学入门学士课程整体体验的影响。
该评估采用回顾性比较方法，比较了传统学期模式实施前和采用 TBM 方法后的护理和助产学学生的关键指标和结果，使用了标准数据集和外部比较器，如学生体验调查和国家就业能力调查。
本研究对学生的关键指标和毕业结果进行了比较分析。我们使用可报告数据和两个外部比较器，即学生体验调查和国家就业能力调查，来衡量学生的学习和毕业生的就业能力。该评估在澳大利亚的一所高等教育机构中进行，针对使用 TBM 方法完成学业的护理和助产学学生。
在护理和助产学课程中实施 TBM 导致学习者参与度、保留率和通过率的提高。毕业生的结果也有所改善，全职毕业生就业率有所增加。
结果表明，块状模型是护理和助产学教育中一种有前途的新教学方法，对学习者的参与度、保留率和通过率可能有潜在的益处。
