1. 1 The Development of Web-based Resources to Support Students Undertaking Problem-based Learning Carolyn Gibbon Project Manager University of Central Lancashire

2. 2 Students On-line in Nursing Integrated Curricula (SONIC) Is a 3 year project supported by money from Fund for Development of Teaching and Learning (FDTL) Consortium of nursing departments in 4 universities: University of Central Lancashire (lead) Liverpool John Moores University Salford University Northumbria University

3. 3 3 Main Aims To develop and evaluate web-based resource enriched scenarios that encourage independent learning and student centred enquiry within facilitated small groups using PBL as a learning and teaching methodology.

4. 4 To ensure that the scenarios are accessible to all potential students regardless of learning styles or disability. To disseminate and consolidate good practice in multi-professional education by supporting the use of the scenarios by other professionals.

5. 5 Summary of Outcomes To enable students to experience on- line learning and assessment, and evaluate that learning. To provide opportunities for PBL facilitators to enhance their support skills for students using on-line learning.

6. 6 Web Developments Project website www.uclan.ac.uk/sonicwww.uclan.ac.uk/sonic Information about PBL, the project and team, the scenarios with their resources Project partners also use Intranet sites – WebCT/Blackboard for information related to modules. Scenarios currently form part of a module but can be used as ‘stand alone’.

7. 7 Summary of scenarios Learning Disability: supporting older teenager who suffers from epilepsy Mental Health: 2 brothers, one with history of schizophrenia Child: baby with heart murmur Adult: woman requiring surgery for gall bladder problems Adult: elderly man with nutritional issues

8. 8 Summary of resources Five scenarios with animations attached Word documents such as lecture notes Photographs Web links Video Clips

9. 9 Clinical Links Links theory and practice Used in practice to support mentor and student Quick reference link to a clinical situation Scope for wider study, encouraging deeper learning Encourages student to ask questions beyond resource

10. 10 Pilot Study – Peter Murphy Elderly man with nutritional problems Cohort (250 students) informed of scenario with added resources (resource-enriched) One PBL group targeted for scenario evaluation using a questionnaire and focus group Method repeated on partner sites

11. 11 Results – from questionnaire and focus group Students generally enjoyed the programme Some technical problems around loading Flash 6 Easily accessible, ready resource Found web-links useful Want more animations

12. 12 Comment I think sometimes if you haven’t done it [used the computer] or been on it for a while, it goes out of your head and a leaflet will help you.’ A ‘Getting Started’ leaflet produced

13. 13 Learning Styles - comments Advantages included ‘easy format’, ‘up to date information’, ‘relevant information to support learning’ Disadvantages included ‘could not always get a computer [in university]’, ‘can not discuss with other people’.

14. 14 Links with practice ‘go to a lecture or see practice and then go back to SONIC and it might give me a different way to understand it.’ ‘I think it would be quite good looking in SONIC prior to PBL or lectures…have a bit of knowledge of what they’re going to discuss.’

15. 15 Conclusions from Pilot Study Positive response to the SONIC project Animations highly rated Web links received a mixed response Issues related to technical support

16. 16 Facilitator comments Students requiring technical support varied, as did their level of confidence in using web-based materials. Encouraged to use the resources alongside a number of other resources. Concerns over ‘spoon-feeding’ and linking with other resources

17. 17 Facilitation – the lessons Students learning key skills – computer, problem-solving, wider thinking, communication. Facilitation style – active/passive? Evaluation – the resources, the skill development, facilitation.

18. 18 Recommendations More time preparing students Instructional leaflet to be prepared Access to Flash 6 Player vital Assess technical support needs of students Repeat evaluation exercise with partners

19. 19 Web developments Separate pages for each scenario to allow a mix of resources, plus pertinent questions and assessment tool. Care needed in developing resources to accommodate all students e.g. animations having an accompanying text base for students who are visually challenged.

20. 20 Issues from recent Workshop How to judge impact on student learning Encouraging students to think wider Consider use of discussion boards Keeping scenarios fresh Further funding to extend resource

21. 21 Further considerations The pedagogical underpinning Social inclusion and disability Role of facilitator Quality of materials Evaluation and dissemination

22. 22 Future work Continue to develop and refine resources Develop web site further – news of project activity, glossary, holistic approach Strategy for staff development Encourage use by other institutions

23. 23

24. 24 Contact: Carolyn Gibbon, Department of Nursing, University of Central Lancashire, Preston, PR1 2HE, UK tel: 01772 893639 e-mail cjgibbon@uclan.ac.ukcjgibbon@uclan.ac.uk www.uclan.ac.uk/sonic