Catalytic Converter: Transforming a Traditional Education Into Hybrid Learning Model

Background/statement problem- Traditional educational models lack significant interaction between faculty and learner and often do not take into account learning preferences. Teaching methods of the past often clash with current trends. Active learning is crucial and there was a need to develop a more futuristic orientation, inclusive of all generations. The difficulties as it relates to creating a new process would be substantial. Large groups of orientees in excess of 100 per week needed to be taken into consideration, as well as time constraints, learner engagement and collaboration. As a result, the team brainstormed and concluded that a new method of hybrid learning could improve the process. What would capture the attention of the subjects? Attaining learners’ needs requires creativity in developing multi-modal approaches.

Methods: The process started by rethinking the orientation curriculum and emphasizing blended learning as an alternative to traditional models. Finding the right blend between the face-to-face, online and self-learning is essential. The hybrid model of education started in January 2018, with classes given weekly over a period of 1-4 days. To date, there have been 2,365 interdisciplinary professionals who have participated in this new style of blended learning. The onboarding orientation program provides on-site and hands on learning experiences. The program content was designed based on the regulatory agencies and organizational requirements for interdisciplinary professionals. Collaborating with information technologist (IT) and nurse educators, a plan was created to incorporate numerous technological and interactive educational alternatives to enhance active learning. Different models in blended learning like rotation, flex, and A-La-Carte were included. Various teaching strategies incorporated high-fidelity simulation, gaming, mobile applications, self-learning exhibit, case studies and Learning Management Systems (LMS). All of these methods, take into account the various approaches to how individuals learn and enable retention of the material.

Results. Each participant had the opportunity to experience all of the methods that were presented previously. Participants vocalized and demonstrated collaboration amongst peers, friendly competitiveness and increased engagement. This hybrid design of adult learning promoted and amplified the use of the Cognitive, Affective and Psychomotor domains as well. Blended learning also increased flexibility and self-paced learning. Evaluations such as direct observation via High Fidelity Simulation noted improved demonstration on day 4 of simulation compared with day 1 simulation. The new multi modal approach was also supported by the participants as evidenced by the post program survey that is completed on day 4 of the orientation process.

Conclusion: The ability of an institution to connect with diverse generations to provide an environment that fosters learning is challenging. Through the collaborative efforts of the interdisciplinary team, we were able to convert traditional educational models into a stimulating learning experience that has successfully launched us into a new era of instruction. This is not the end but only the beginning, as future generations enter into this arena, we will need to continue to adapt to meet the ongoing needs of the learner.