Utilization of Resilient Course Design

AUTHORS

• Amy Walker, PhD, RN, associate professor,Child, Family, and Population Health Nursing, UW Seattle
• Amy J Howells, PhD, ARNP, CPNP-AC/PC, associate teaching professor, Child, Family, and Population Health Nursing, UW Seattle
• Matt Welch, learning technologist, School of Nursing, UW Seattle
• Ash Bond, director of Learning Technologies, School of Nursing, UW Seattle

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ABSTRACT

Resilience is the ability to be strong, healthy, or successful again after adversity, and is necessary in higher education, especially in these uncertain times. We applied the concept of resilience to an undergraduate level nursing course when engaging in course design. This innovative design allows maximum flexibility and meets the needs of students and faculty regardless of external circumstances. NURS 401, which is a large class that was previously lecture based, now focuses on evidence-based active learning strategies. The course has a flexible design that allows students to determine whether they will participate online or in person each week. There are 2 faculty; one instructor facilitates class via an online Zoom session, and one facilitates class in person. The class activities are the same whether the students participate online or in person. All in class activities are active learning after extensive guided preparation that students complete before the class session. This preparation includes readings, short lecture videos, the creation of a learning portfolio, and self-guided quizzes. Evidence shows that active learning is more effective than lecturing. In addition, allowing students to decide how they will participate in their learning is transformative and gives students ownership of their experience. Students have already indicated that they appreciate the increased flexibility and the opportunity to concentrate on application of knowledge. In addition, this design allowed for easy adaptation to all online, in a pedagogically sound manner, when the pandemic made this necessary. This resilient design can be widely adapted for courses at the undergraduate or graduate level.

SUMMARY

RESEARCH QUESTION

Reflective teaching.

RESEARCH METHODS / SCHOLARLY BASIS

We designed and gave this course.

RESULTS

Student evaluations were positive.