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A Community of Inquiry lens into nursing education: The educators' experiences and perspectives from three Australian universities
Smadi, Omar · Chamberlain, Diane · Shifaza, Fathimath · Hamiduzzaman, Mohammad

PublishedJuly 2021
JournalNurse Education in Practice
Volume 54, Pages 103114
CountryAustralia, Oceania

ABSTRACT
Aim

Nursing is a social and collaborative profession; therefore, nursing education requires a pedagogy that supports the establishment of a collaborative learning community. Despite the limited use of the Community of Inquiry framework in Australian nursing courses, the educators viewed it as applicable for course design. This paper aims to understand Australian nurse educators' current practices in designing and delivering courses using the Community of Inquiry lens.

Design and methods

This paper represent the second phase of the explanatory mixed-methods approach—the data collected in October 2019 via semi-structured interviews with eleven nurse academics from 3 Australian universities.

Results

the deductive thematic analysis using the Community of Inquiry coding template confirmed that the 'cognitive presence' and its indicators are implicitly embedded in online/blended courses. But the 'social presence' and 'teaching presence' are faced with some challenges: the underuse of discussion forums by students, the use of social media pages with exclusion of educators and the educators' role of content development rather than course design.

Conclusions

The study findings suggest that the Community of Inquiry framework's explicit application would strengthen 'social and teaching' presences in nursing courses design. Further studies on nursing students' evaluation and perspectives about courses design regarding Community of Inquiry are essential.

Keywords Community of Inquiry · course design · nursing curriculum

CoI focusFull model
MethodologyMixed methods explanatory
PopulationNurse academics
Study designInterview SS
Data analysisThematic analysis
InstrumentCoI transcript analysis
ContributionPractical
Sample size11
Study aim"To understand Australian nurse educators' current practices in designing and delivering courses using the Community of Inquiry lens."
Finding"Four broad themes emerged from the analysis. Planning for asynchronous learning, fostering student engagement with subject matter through feedback and assessment and nurturing student interactivity were identified as specific teaching presence PD needs."
LanguageEnglish
ISSN1471-5953
RefereedYes
Rights2021 Elsevier Ltd.
DOI10.1016/j.nepr.2021.103114
ExportBibTex · EndNote · Tagged XML · Google Scholar


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